heLand 
of  the 
Golden 
Man 

Anita 

B. 

Ferris 


f JAN  14  1919  . ) 

x%cv.  „ 

MAGICAL 

Division  FZ2  0CJ 

Section  , F3^ 


THE  GATES  OF  EL  DORADO 

A picture  of  a fountain  at  the  Pan-American  Expo- 
sition. It  represents  the  gateway  to  America 
in  the  time  of  Columbus.  Branches  of  trees,  as 
though  from  out  an  enchanted  garden,  grow 
across  the  doorway.  The  kneeling  figures  typ- 
ify the  many  conquered  tribes.  The  inside 
figures  represent  two  royal  Indians,  deter- 
mined to  keep  the  doors  closed  against  the  world. 


THE  LAND  OF  THE 
GOLDEN  MAN 


BY 

ANITA  B.  FERRIS 


NEW  YORK 

MISSIONARY  EDUCATION  MOVEMENT 
OF  THE  UNITED  STATES  AND  CANADA 

1916 


Copyright,  1916,  by 

Missionary  Education  Movement  of  the 
United  States  and  Canada 


H.  A.  GUERBER 

THIS  LITTLE  BOOK  IS  GRATEFULLY 
DEDICATED 


Digitized  by  the  Internet  Archive 
in  2016 


https://archive.org/details/landofgoldenmanOOferr 


CONTENTS 


CHAPTER  PAGE 

Preface . . ix 

Key  to  Pronunciation  ........  x 

I  The  Golden  Man i 

II  The  Search  for  Golden  Men  ....  9 

III  Tupac  Amaru  ........  21 

IV  The  Indians  of  Western  South  America  . 31 

V  General  San  Martin 39 

VI  Helping  in  the  Southern  Republics  . . 51 

VII  The  Story  of  Brazil  ......  65 

VIII  Captain  Gardiner  .....  •«  . . 75 

IX  Sharing 87 

Bibliography  . ...  97 

HOW  TO  USE  THE  LAND 
OF  THE  GOLDEN  MAN 

To  the  Boys  and  Girls 103 

To  Leaders  of  Junior  Classes  . . . .123 

Program  for  the  Study  Hour  ..  ....  126 


ILLUSTRATIONS 


PACK 

The  Gates  of  El  Dorado  . . . Frontispiece 

The  Strait  of  Magellan  . 12 

The  Indians  Weave  the  Blankets  in  Their  Homes  12 

A Quichua  Indian  Family 28 

A Reed  Boat  on  Lake  Titicaca  .....  36 

A Market  Scene  in  Quito  ......  44 

The  Indians  in  Peru  Use  Llamas  to  Carry 

Burdens 52 

A Cowboy  on  an  Argentina  Ranch  . . . . 5 z 

Banana  Trees 68 

Where  Our  Cocoa  and  Chocolate  Come  From  .•  . 92 

Map  of  South  America  . . « ,«  . End 


PREFACE 


This  is  a book  of  true  stories  about  the  people 
of  South  America  and  how  we  are  sharing  with 
them  some  things  which  we  have  and  they  have 
not. 

If  you  like  stories  about  North  American  In- 
dians, you  will  enjoy  even  more  stories  of  the 
Indians  of  South  America.  There  are  no  tales 
of  a golden  kingdom  in  North  America  like  those 
of  the  kingdom  of  the  Golden  Man  and  of  the 
wonderful  Inca  empire  of  Peru  in  South  Amer- 
ica; and  we  have  no  Indian  hero  as  great  as  Tupac 
Amaru. 

General  San  Martin  was  a splendid  hero  of 
the  white  race  in  South  America,  and  Captain 
Allen  F.  Gardiner  I am  sure  you  will  think  one 
of  the  noblest  missionary  heroes  about  whom  you 
have  ever  heard. 

After  you  have  read  these  stories  you  will 
know  something  of  the  interesting  history  of  the 
big  America  south  of  us,  and  something  about 
the  boys  and  girls  who  live  there;  how  much 
they  help  us,  and  how  much  we  may  help  them. 

Anita  B.  Ferris. 

Upper  Montclair,  New  Jersey, 

June  20,  1916. 


IX 


Key  to  Pronunciation. — A has  the  sound  of 
a in  father;  e,  of  a in  fate;  i,  of  e in  equip  or 
of  ee  in  feel;  o,  of  o in  hold;  u of  oo  in  tool;  au 
of  ow  in  owl;  ai  and  ay  like  i in  side;  ua  like  wa 
in  was.  H is  always  silent,  and  z has  the  sound 
of  s. 


The  Land  of  the  Golden  Man 


CHAPTER  I 
THE  GOLDEN  MAN 

Here  is  a picture  of  some  magic  doors,  which 
appear  to  be  made  of  beaten  gold.  If  you 
look  closely,  I am  sure  you  will  decide  that  this 
is  an  enchanted  garden,  for  branches  of  trees  have 
grown  right  across  the  entrance,  quite  concealing 
the  top  of  the  portals  with  their  thick  foliage,  as 
if  the  doors  had  never  been  opened,  and  the 
garden  were  some  precious  secret  hidden  from 
every  one. 

On  the  inside  against  the  portals  of  the  entrance 
stand  two  royal  Indian  figures,  a man  and  a 
woman,  adorned  with  necklaces,  armlets,  and 
cunningly  wrought  girdles.  An  arm  of  each  is 
extended  over  the  form  of  a kneeling  Indian 
vassal,  who,  with  bowed  head  and  attitude  of 
complete  subjection,  typifies  the  many  conquered 
tribes.  The  other  arm  of  each  royal  Indian  is 
stretched  across  the  golden  doorway,  the  fingers 
lightly  pressed  against  the  panels  as  if  that  touch 
alone  would  keep  them  closed  forever. 


2 


LAND  OF  THE  GOLDEN  MAN 


In  this  beautiful  way  is  symbolized  the 
gateway  to  the  wonderful  new  world  of  the 
Americas  m the  time  of  Columbus’  discoveries, 
the  existence  of  which  had  been  a secret  for  so 
many  hundreds  of  years. 

Columbus  believed,  as  you  all  know,  that  by 
sailing  due  west  he  would  reach  the  rich  lands 
of  India.  He  was  willing  to  risk  his  life  over 
and  over  again  to  prove  that  the  world  was 
round,  but  he  knew  that  the  best  way  to  please 
the  idle,  reckless  Spanish  nobles  of  the  court,  and 
the  Spanish  sovereigns  who  had  furnished  him 
with  ships  and  men,  would  be  to  bring  back  riches, 
especially  gold,  from  the  ancient  Indians.  In 
many  places  in  the  West  Indies  and  South 
America  the  Indians  had  found  gold  glistening 
in  the  sand  in  the  beds  of  the  creeks,  and  they 
often  found  nuggets  of  gold  in  the  mountain- 
sides. When  Columbus  asked  these  wandering 
Indians  for  gold,  they  gave  it  to  him.  When  he 
returned  to  Spain  with  the  gold,  all  the  poor,  but 
proud  and  daring  nobles  and  adventurers  of 
Spain  rushed  to  the  New  World  to  search  for 
this  precious  metal.  The  king  was  just  as  eager 
for  gold  for  his  royal  treasury,  so  he  helped  to 
purchase  ships  and  supplies  for  the  adventurers 
on  condition  that  a fifth  of  all  the  gold,  silver, 
and  precious  stones  found  at  the  end  of  the 
journey  should  come  to  him. 


THE  GOLDEN  MAN  3 

Spain  was  not  the  only  old-world  country 
which  was  hungry  for  gold.  Portugal  and 
France,  and  even  England  and  Holland  would 
have  been  glad  to  have  their  share,  but  Spanish 
ships  and  men  had  discovered  the  rich  southern 
islands  and  southern  countries  of  the  New  World, 
and  so  the  other  nations  had  to  yield  first  place 
to  Spain. 

Thus  the  daring  Spanish  adventurers,  called 
the  conquistadors  (kon-quis-ta-dors'),  or  con- 
querors, came  boldly  to  the  West  Indies,  Panama, 
and  Central  America,  to  Mexico  and  the  northern 
coast  of  South  America,  demanding  gold,  gold 
from  all  whom  they  met.  Finally,  on  the  coast 
of  what  is  now  Venezuela  and  Colombia,  the 
Spaniards  were  told  by  the  poor  Indians  who  had 
been  forced  to  give  them  what  little  gold  they  had, 
and  wished  to  get  rid  of  these  unpleasant 
strangers,  of  a kingdom  somewhere  south  and 
west  of  their  coast,  which  was  so  rich  in  gold  that 
their  chief  went  about  with  his  body  covered  with 
the  shining  metal.  The  Spaniards  talked  of  this 
chief  as  “El  hombre  dorado”  (El  ombr  do- 
ra'-do),  which  is  Spanish  for  “the  gilded  man.” 
They  talked  and  dreamed  of  this  magic  kingdom 
and  then,  since  they  did  not  know  the  name  of 
this  country,  they  called  it,  “ El  Dorado,”  “ The 
Gilded  ” or,  as  it  meant  to  them,  “ The  Golden.” 

Years  before  Columbus  discovered  America,  a 


4 


LAND  OF  THE  GOLDEN  MAN 


tribe  of  Indians  lived  on  the  high  table-land,  8,600 
feet  above  sea-level,  just  north  of  the  present 
capital  of  Colombia,  in  South  America.  They 
were  very  rich  in  gold  and  emeralds,  and  were 
called  the  tribe  of  Guatavita  (Gwa-ta-ve-ta'), 
from  the  name  of  a beautiful  mountain  lake  near 
their  village.  There  was  a story  among  them  that 
many  years  before,  the  wife  of  one  of  their  chiefs 
had  thrown  herself  into  this  lake  to  escape  punish- 
ment, and  had  become  the  spirit  or  goddess  of  the 
lake.  They  believed  she  had  the  power  to  make 
their  tribe  prosperous  and  victorious,  so  whenever 
a new  chief  was  chosen,  the  tribe  made  a grand 
procession  up  to  lake  Guatavita  to  give  the  god- 
dess presents  and  do  her  honor.  First  in  the 
procession  came  wailing  men,  their  bodies  painted 
with  ocher,  the  sign  of  mourning  in  their  tribe, 
in  order  to  show  respect  for  the  dead  chief ; then 
groups  of  men  gaily  decked  with  ornaments  of 
gold  and  emeralds,  and  feathers  in  their  hair; 
then  braves  in  jaguar  skins,  blowing  upon  horns 
and  conch  shells;  next  the  priests  in  long  black 
robes  and  tall  caps.  Finally  came  the  nobles  and 
chief  priests  bearing  among  them  the  new  chief 
who  rode  in  a barrow  covered  with  disks  of  gold. 
The  chief  himself  wore  no  clothes,  but  his  whole 
body  was  coated  with  sweet-smelling  gums,  and 
then  powdered  with  gold-dust,  so  that  he  shone 
and  glistened  in  the  sun  from  head  to  foot  as 


THE  GOLDEN  MAN 


5 


if  he  had  been  made  of  gold.  When  the  proces- 
sion reached  the  lake,  the  chief,  with  some  of 
the  highest  nobles,  stepped  upon  a canoe,  and 
was  rowed  out  to  the  middle  of  the  water,  where 
he  plunged  in  and  washed  off  his  golden  covering 
as  an  offering  to  the  goddess,  while  the  nobles 
about  him  shouted,  the  musical  instruments 
played,  and  all  the  people  threw  into  the  clear 
water  of  the  lake  their  offerings  of  gold  and 
emeralds.  Then  they  returned  home  and  spent 
the  rest  of  the  day  in  dancing  and  feasting. 

The  Guatavita  Indians  continued  to  celebrate 
the  choosing  of  a new  chief  in  this  way  until 
about  1490,  when  a strong  tribe  in  the  highlands, 
the  Muysca  (Mwe'-ska)  of  Bogota,  conquered 
them,  and  put  an  end  forever  to  the  gold-covered 
chieftains.  News  traveled  slowly  among  the 
Indians  of  Colombia,  since  they  had  no  railroads 
nor  telegraphs,  no  steamboats,  nor  even  good 
roads,  so  it  is  not  surprising  that  when  thirty 
years  later  the  Spaniards  reached  the  coast  of 
South  America  and  founded  their  little  city  of 
Cumena  (Koo-ma-na)  the  Indians  should  have 
told  them  this  tale  of  the  “ golden  man,”  believ- 
ing that  he  still  existed. 

Only  a few  years  after  the  first  settlement 
of  the  Spaniards  on  the  coast  of  Venezuela, 
and  at  Coro  and  Santa  Marta  in  Colombia,  the 
bands  of  the  conquistadors  set  out  to  find  the 


6 


LAND  OF  THE  GOLDEN  MAN 


fabulous  land  of  Gold,  about  which  stories  had 
grown  until  the  Spaniards  believed  they  would 
find  not  only  a man  covered  with  gold,  but  a 
palace  of  gold,  and  a temple  of  gold  with  pillars 
of  shining  gems. 

You  see  in  the  picture  the  doors  are  beginning 
to  swing  in  as  the  Spaniards  approach  the  hidden 
kingdom  of  El  Dorado.  The  Indian  king  does 
not  seem  to  notice  as  he  stands  with  his  head 
bowed,  lost  in  his  own  thoughts,  but  the  Indian 
queen  has  turned  her  head  as  if  she  had  caught 
the  sound  of  the  heavy  tread  of  the  bold  con- 
querors. 

Three  of  the  famous  captains  who  searched 
for  the  Golden  Alan  met  unexpectedly  on  the 
home  plateau  of  the  gilded  chieftain  near  the 
site  of  the  present  city  of  Bogota.  One  was  a 
German  from  Venezuela,  the  second  a Spaniard 
named  Quesada  (Ka-sa'-da),  from  Santa  Alarta, 
the  Spanish  headquarters  in  Colombia,  and  the 
third  also  a Spaniard,  from  Quito  in  Ecuador.  No 
one  of  the  captains  knew  that  the  others  were 
seeking  the  Golden  Kingdom. 

The  Spaniard,  Quesada,  arrived  first,  and  suc- 
ceeded in  capturing  a city  near  by  so  rich  in 
gold  that  when  the  treasure  was  piled  in  a heap, 
it  was  high  enough  for  a man  on  horseback  to  hide 
behind  it.  He  also  seized  nearly  two  thousand 
emeralds.  However,  he  did  not  see  the  chieftain 


THE  GOLDEN  MAN 


7 


who  actually  wore  the  golden  covering,  and  the 
angry  and  frightened  Indians  had  hidden  the  rich 
treasure  of  the  kingdom  securely  from  him,  so  he 
did  not  know  that  he  had  really  reached  the 
home  of  El  Dorado. 

While  Quesada  was  founding  the  present  city 
of  Bogota  (1538),  in  order  to  make  it  his  head- 
quarters during  his  further  search  for  gold,  the 
German  captain  arrived.  He  had  been  seeking 
the  Golden  Man  for  three  years,  during  which 
time  his  men  had  worn  out  all  their  clothes  and 
were  now  dressed  only  in  the  skins  of  animals. 
Then,  to  the  surprise  of  both  captains,  the  third 
company  of  white  men  arrived  from  the  south. 

Quesada,  as  the  first  comer,  claimed  the  plateau 
with  all  its  great  wealth,  and  paid  the  other  cap- 
tains to  send  their  men  home.  The  three  cap- 
tains then  proceeded  together  to  the  court  of 
Spain  that  they  might  lay  their  rival  claims  to 
the  kingdom  of  Bogota  before  their  sovereign. 
At  the  court,  however,  little  but  disgrace  and 
neglect  awaited  them,  so  no  one  of  them  con- 
tinued the  quest  of  the  Golden  Man. 

As  none  of  the  three  men  who  had  reached  the 
home  of  the  Golden  Man  had  seen  him,  they  did 
not  believe  they  had  actually  found  his  country, 
in  spite  of  all  the  gold  they  were  able  to  bring 
home.  Others  continued  to  search,  led  on  by 
stories  of  the  Golden  Kingdom  now  in  eastern 


8 


LAND  OF  THE  GOLDEN  MAN 


and  southern  Colombia,  now  in  eastern  Ecuador, 
then  in  the  northern  part  of  Brazil,  and  even  up 
in  British  Guiana.  One  party  which  had  started 
out  in  quest  of  the  Golden  Man  sailed  the  whole 
length  of  the  Amazon,  a distance  of  3,000  miles, 
and  gave  to  the  world  the  first  accurate  idea  of 
this  mighty  river. 

Of  course,  no  one  ever  found  the  Golden  Man, 
and  finally  the  Spaniards  learned  that  years  be- 
fore they  came  to  South  America  the  gold- 
covered  chieftains  had  ceased  to  exist. 


CHAPTER  IT 


THE  SEARCH  FOR  GOLDEN  MEN 

The  stories  of  El  Dorado  and  his  golden  king- 
dom led  men  to  commit  many  crimes  against  the 
Indians  and  among  themselves.  But  if  the 
Indians  suffered,  the  Golden  Man  brought  his 
own  punishment  to  the  conquistadors  too.  Only 
a few  from  the  many  bands  of  adventurers  lived 
to  return  to  their  colonies,  sometimes  only  one 
man  in  five,  and  even  they  were  frequently  worn 
cut  by  wounds,  fevers,  and  starvation.  The  gold 
they  won  brought  them  little  satisfaction,  for 
they  never  considered  it  enough  in  quantity,  and 
like  all  who  get  without  paying  or  sharing,  they 
did  not  value  their  gains  as  they  should,  but  easily 
lost  their  gold,  or  gambled  it  away  so  that  in  the 
end,  after  all  their  toils,  sufferings,  wounds,  and 
the  many  crimes  they  had  committed  against 
those  weaker  than  themselves,  most  of  them  were 
no  richer  than  they  had  been  in  the  beginning. 

If  the  Spanish  conquerors  were  cruel,  we  must 
remember  that  other  nations  were  cruel  too,  in 
this  age.  In  England  and  France  in  the  sixteenth 
century  people  were  beheaded  and  burned  alive 


9 


10 


LAND  OF  THE  GOLDEN  MAN 


for  slight  reasons,  or  simply  for  differing  from 
others  in  religious  opinions. 

However  wrong  we  may  judge  the  conquis- 
tadors to  have  been  in  their  treatment  of 
the  Indians,  we  must  admire  two  things  about 
them,  their  bravery  and  their  determination.  Just 
a small  handful  of  men  were  not  afraid  to  explore 
a great  unknown  wilderness  like  South  America, 
where  no  white  men  had  ever  been  before.  No 
mountain  was  too  high  for  them  to  cross,  and 
no  river  too  wild  or  swift  for  them  to  launch 
their  frail  boats  on.  Neither  heat  nor  cold,  wild 
beasts  nor  poisonous  serpents,  hunger  nor  thirst 
nor  wounds  could  turn  them  from  their  purpose. 

The  conquistadors  had  marched  up  and  down 
through  Venezuela  and  Colombia  seeking  a 
golden  man  for  the  sake  of  the  gold  they  might 
take  from  him.  Two  centuries  later  men  as 
brave  as  the  conquistadors,  suffering  as  great 
hardships,  came  because  they  believed  all  men, 
even  the  poorest,  most  savage  Indian,  worth  more 
than  all  the  gold  in  the  world.  The  con- 
quistadors, came  to  take  something  precious 
from  the  Golden  Man;  these  other  men  came  to 
bring  something  precious  to  the  Golden  Men. 
The  new  seekers  were  missionaries,  some  of 
them  Roman  Catholic  priests  who  really  pitied 
the  poor  Indians,  and  regretted  the  cruel  treat- 
ment their  countrymen  had  given  them.  Others 


SEARCH  FOR  GOLDEN  MEN 


ii 


were  devoted  Moravians,  who  came  to  what  is 
now  British  and  Dutch  Guiana,  and  strove  to 
gather  the  Indians  together  in  villages,  teach 
them  from  the  Bible  and  show  them  how  they 
could  live  more  comfortably  and  healthfully  in 
villages  surrounded  by  cultivated  fields  than  in 
wandering  about  from  one  place  to  another  in  the 
forests  or  along  the  streams. 

The  Moravians  founded  a Christian  village, 
and  here  a good  man  named  Theophilus  Schu- 
mann came  to  teach  the  Indians.  He  was  a 
wonderful  student  of  languages,  and  learned  so 
quickly  to  speak  the  tongue  of  the  Arawaks  that 
in  six  months  he  could  preach  to  them  in  their 
own  language.  He  translated  some  of  the  Scrip- 
tures and  many  hymns  for  them,  and  then, 
for  the  help  of  other  missionaries,  he  wrote  a 
dictionary  and  grammar  of  Arawak.  Indians 
flocked  to  his  village  from  far  and  near,  and  he 
taught  them  how  to  plant  crops  and  to  cultivate 
the  soil.  In  less  than  four  years  he  baptized  266 
Indians,  and  before  he  died  the  number  had 
reached  400.  Is  it  any  wonder,  then,  that  this 
good  friend  of  the  Indians  became  known  as 
“ the  Apostle  to  the  Arawaks  ” just  as  Paul  was 
known  as  the  Apostle  to  the  Gentiles? 

Another  Moravian  missionary,  was  Louis 
Christopher  Dahne,  (Da'-na).  His  Indian 
friends  built  him  a little  hut  on  the  river 


12 


LAND  OF  THE  GOLDEN  MAN 


which  separates  British  Guiana  from  Dutch 
Guiana,  there  he  lived  all  alone  far  from  any 
other  white  man,  and  taught  the  Indians.  He 
was  often  sick  with  fever,  and  once  his  life 
was  saved  only  by  a timely  visit  from  Schumann, 
who  remained  as  his  nurse. 

One  night,  when  Dahne  lay  in  his  hammock,  a 
great  snake  called  an  anaconda  slipped  down 
from  the  roof  and  in  the  darkness  coiled  itself 
three  times  around  his  neck.  As  it  drew  its  folds 
tighter  and  tighter  the  good  missionary  thought 
he  had  but  a few  moments  more  to  live.  Even 
then  his  first  concern  was  for  the  Indians  who 
he  knew  would  be  accused  of  his  death.  So  he 
wrote  with  a piece  of  chalk  on  a table  by  his  side : 
“ A snake  has  killed  me.”  Then  he  remembered 
the  promise  of  God’s  care,  and  with  new  courage 
he  tore  the  snake  from  his  neck  and  hurled  it 
from  him. 

Once,  fifty  savage  Carib  Indians  came  with 
hatchets  and  swords  to  kill  him.  Dahne  simply 
walked  out  to  meet  them  as  if  he  thought  them 
the  most  pleasant  visitors  in  the  world. 

“ Peace  to  you,  friends,”  he  said,  and  proceeded 
to  tell  them  about  the  true  God. 

The  Indians  looked  at  him  in  astonishment, 
and  while  they  were  listening  to  the  strange  story 
he  told,  forgot  to  rush  upon  him.  After  he  had 
finished,  they  were  ashamed  to  do  so. 


THE  STRAIT  OF  MAGELLAN 

THE  INDIANS  WEAVE  THE  BLANKETS  IN  THEIR 
HOMES 


r 

t 


SEARCH  FOR  GOLDEN  MEN  13 

“Why  does  this  man  treat  us  so  kindly?” 
puzzled  one. 

“ We  cannot  make  an  enemy  out  of  him  and 
kill  him,”  said  another. 

“ My  anger  is  gone,”  declared  the  leader. 
“ Let  us  make  him  a present.” 

“ It  is  well,”  they  all  answered.  So  they  gave 
Dahne  plantains  and  game  which  they  had 
brought  for  their  own  use. 

“ Come  again,  good  friends,”  said  the  mis- 
sionary earnestly  as  they  were  leaving,  “ and  I 
will  tell  you  more  of  this  loving  God.” 

“ We  will,”  promised  the  men  who  had  come 
to  murder  him. 

But  what  about  the  search  for  Golden  Men  in 
the  big  countries  of  Venezuela  and  Colombia,  the 
true  home  of  the  gilded  chieftain?  There  are 
people  to-day  who  still  seek  and  are  finding,  not 
only  golden  men,  but  golden  boys  and  girls  as 
well. 

Although  Venezuela  and  Colombia  are  very 
rich  in  soil,  in  mines,  and  in  vast  grazing  lands 
which  could  support  thousands  of  cattle ; although 
Colombia  has  the  only  mines  in  the  world  which 
produce  the  true  emerald,  platinum  deposits 
next  to  Russia’s  in  wealth,  and  gold-mines 
which  still  yield  plentifully,  the  people  of  these 
countries  are  very  poor.  In  another  chapter  you 
will  learn  just  why,  but  the  main  reasons  are  that 


14 


LAND  OF  THE  GOLDEN  MAN 


most  of  the  people  cannot  read  or  write,  and  do 
not  have  very  good  principles  of  government  be- 
cause they  have  never  had  the  Bible  to  study.  The 
Church  to  which  most  of  the  people  of  Colombia 
and  Venezuela  belong  is  the  Roman  Catholic 
Church,  and  that  Church  in  South  America  does 
not  give  the  Bible  to  the  people  to  read.  There- 
fore, in  their  quest  for  golden  men  the  con- 
quistadors of  to-day,  our  brave  missionaries,  are 
trying  to  bring  these  two  gifts — schools  and  the 
Bible — to  all  the  people. 

But  supposing  you  were  standing  this  minute 
in  the  city  of  Bogota,  on  the  home  plateau  of  the 
Golden  Man.  You  would  not  find  Indian  boys 
and  girls  there  any  more,  but  white  children 
descended  from  the  early  conquistadors  and 
from  Spanish  people  who  came  later.  You  would 
see  the  boys  there  playing  some  of  the  games  you 
already  know — marbles,  prisoners’  base,  and  spin 
the  top.  They  could  probably  beat  you  at  this 
latter  game,  for  they  are  very  skilful  in  tossing 
their  tops  high  in  the  air  and  then  catching  them 
on  the  string  as  they  come  down.  You  would 
miss  baseball,  however,  and  the  boys  are  only  just 
beginning  to  play  soccer.  You  would  find  no 
girls  playing  on  the  streets,  for  it  is  not  the 
custom  in  South  America  for  little  girls  to  play 
anywhere  but  at  home,  where,  however,  you 
would  find  that  they  can  enjoy  dolls,  hide  and 


SEARCH  FOR  GOLDEN  MEN 


15 


seek,  and  dressing  up  for  plays  as  much  as  any 
girl  in  our  land.  A girl’s  childhood  is  unfor- 
tunately very  short  in  this  country,  for  at  twelve 
she  is  nearly  a woman. 

Probably  if  you  met  the  boys  and  girls  of  the 
mission  school  at  Bogota  you  would  see  that  they 
do  not  dress  very  differently  from  the  boys  and 
girls  in  our  own  land  in  summer,  except  that  most 
of  them  very  comfortably  go  barefooted,  or  wear 
sandals  made  of  cactus  fiber,  and  the  girls  wear 
black  shawls  over  their  heads  instead  of  hats. 

If  we  stepped  into  the  schoolroom  with  the 
boys  or  with  the  girls,  for  they  have  separate 
rooms,  we  would  find  a school  rather  different 
from  our  own.  We  would  see  a long  room  with 
whitewashed  walls,  on  which  a blackboard  is 
painted  part  of  the  way  around.  Another  strange 
thing,  there  would  be  no  windows  at  all,  but  the 
light  and  air  would  come  through  numerous  door- 
ways, always  open,  which  lead  to  a corridor  and 
court  outside.  The  floor  is  of  plain  rough  boards, 
but  the  desks  are  the  queerest  of  all,  for  they 
are  brought  by  the  pupils  themselves,  are 
of  all  sizes  and  colors  and  not  fastened  to 
the  floor.  Desk  and  seat  are  made  in  one  piece 
with  the  tops  opening  up.  When  closed,  the 
desks  are  always  fastened  with  a padlock.  The 
teacher  sits  on  a rude  chair  with  a cowhide  seat 
before  a plain  pine-wood  table  for  a desk. 


16  LAND  OF  THE  GOLDEN  MAN 

In  such  a schoolroom  the  boys  and  girls  study 
about  the  same  lessons  that  we  do,  except  that, 
in  addition  to  learning  to  read  and  write  their 
own  language,  those  who  attend  the  mission 
school  have  to  study  English  and  the  Bible  as 
well.  The  Bible  is  a new  book  to  these  boys  and 
girls,  for  none  of  them  have  ever  seen  it  in  their 
homes  unless  a missionary  has  sold  a copy  to 
their  father  or  mother.  They  have  heard  in  their 
church  of  the  Virgin  Mary,  of  some  of  the  saints, 
and  they  know  about  the  birth  of  Jesus  and  of 
his  crucifixion,  but  many  of  the  other  stories 
which  are  so  familiar  to  you  they  have  never 
heard,  and  you  can  imagine  how  interesting  the 
stories  of  Abraham,  of  Jacob  and  of  Joseph,  of 
the  kings,  and  of  Jesus’  boyhood  and  life  are  to 
them. 

But  most  of  their  girls  and  boys  do  not  have 
a school  to  go  to,  nor  was  there  any  Sunday- 
school  for  them  until  the  missionaries  found  these 
girls  and  boys  in  their  search  for  Golden  Men. 

Perhaps  you  would  like  to  know  what  the 
Fourth  of  July  and  Christmas  are  like  in  this 
Land  of  the  Golden  Man.  The  boys  and  girls 
of  Bogota  celebrate  their  Fourth  on  the  twentieth 
of  July,  for  that  is  their  Independence  Day,  when 
their  republic,  which  was  once  a colony  of  Spain, 
as  we  were  of  Great  Britain,  won  her  inde- 
pendence from  the  motherland.  There  are  grand 


SEARCH  FOR  GOLDEN  MEN  17 

celebrations  and  fireworks  then  during  a whole 
week. 

And  now  it  is  Christmas  Eve.  Juan  (Hwan) 
and  Juanita  (Hwa-ne-ta)  are  as  excited  as  you 
are  when  you  celebrate  Christmas.  They  have 
never  heard  of  Santa  Claus, — he  belongs  to  lands 
where  there  is  snow  in  winter, — and  there  is  no 
Christmas  tree  to  bear  gifts  for  them  on 
Christmas  morning.  Nevertheless  they  are  very 
happy,  for  they  are  going  to  the  mission  chapel 
this  evening  where  there  will  be  a great  crowd 
of  their  relatives  and  friends  to  hear  their 
Christmas  program. 

Juan  wears  a bright  lavender  shirt, — and  won- 
derful— a pair  of  shoes,  instead  of  going  bare- 
footed ! 

Juanita,  his  sister,  is  dressed  in  a white 
blouse  and  pink  skirt,  though  she  looks  demure 
enough,  with  her  little  black  shawl  over  her  head. 

“ Do  hurry,  mother,”  urges  Juanita,  fairly 
dancing  up  and  down  with  impatience. 

“ Just  a minute,  daughter,”  replies  mother,  as 
she  arranges  her  shawl. 

Juan  stands  in  a corner  mumbling  something 
over  to  himself  and  hardly  notices  anything. 

“ Oh,  Juan,  you’ve  said  your  old  piece  about 
a thousand  times,”  exclaims  Juanita,  “ do  come 
on  and  let  mother  follow.” 

“All  right,  Senorita  (Sa-nyo-re'-ta)  Juanita,” 


18  LAND  OF  THE  GOLDEN  MAN 

replies  Juan,  “ but  I’m  not  going  to  forget  my 
piece  the  way  you  will  forget  your  song.  See  if 
she  doesn’t  forget  it,  mother.  And  then  Cousin 
Eugenie  and  Uncle  Fernando  and  Aunt  Carita 
and  all  the  rest  of  us  will  be  too  ashamed  of  you 
to  raise  our  heads.” 

“ I will  not  forget  it,”  exclaims  Juanita  in- 
dignantly. “ Mother,  make  him  stop  teasing.” 

“ Hush,  children,”  answers  their  mother. 
“ Here  we  are  at  the  chapel.  Now  do  behave 
properly.” 

Juan  and  Juanita  have  nothing  more  to 
say.  They  are  too  busy  staring  about  the  room 
at  the  changes  that  have  taken  place  since  last 
Sunday.  Some  of  the  older  pupils  and  the  mis- 
sionary teachers  have  filled  every  corner  of  the 
room  with  palms,  ferns,  and  flowers.  It  looks  like 
a Children’s  day  in  our  home.  The  whole  plat- 
form is  banked  with  flowers,  but  there  is  not  a 
Christmas  tree  in  sight. 

Juan,  grasping  his  crumpled  recitation  tightly 
in  his  hand,  goes  to  his  class. 

“ Good-by,  mother,  wish  me  good  luck,” 
whispers  Juanita,  as  she  joins  the  other  girls. 

Then  the  school  rises  and  sings,  “ It  came  upon 
the  midnight  clear,”  and  the  superintendent 
makes  an  address  of  welcome  in  beautiful 
Spanish. 


SEARCH  FOR  GOLDEN  MEN  19 

Cousin  Eugenie  recites  without  a single  mis- 
take the  whole  of  the  story  of  the  shepherds, 
from  Luke. 

Each  boy  has  tried  to  see  how  long  a recita- 
tion he  could  master,  and  now  each  one  gets 
through  without  being  prompted  once. 

Finally,  Juan’s  name  is  called,  and  in  his  eager- 
ness, he  can  hardly  speak  fast  enough.  He  recites 
his  fifty-five  lines,  the  longest  recitation  of  all, 
without  a single  mistake,  and  when  he  is  seated, 
his  mother  fairly  beams  with  pride,  and  Uncle 
Fernando,  Aunt  Carita,  Cousin  Eugenie,  and 
even  Juanita  look  about  the  room  with  satis- 
faction. 

“ Now  it  is  our  turn,”  whispers  little  Mar- 
guerita  to  Juanita.  “ We  have  to  stand  on  the 
platform  right  in  front  of  that  palm.” 

And  then,  wishing  the  family  to  be  as  proud 
of  her  as  of  Juan,  Juanita  does  her  best,  and 
sings  clearly  and  sweetly  with  Marguerita — 
“ Hark,  the  herald  angels  sing.” 

After  that  there  is  another  carol  by  the  school, 
and  then  happy  greetings  of  “ Merry  Christmas  ” 
as  they  leave  the  little  chapel. 


CHAPTER  III 


TUPAC  AMARU1 

Several  hundred  years  before  the  Spaniards 
visited  South  America,  a great  Indian  empire  had 
been  founded  in  the  western  part  of  the  continent. 
It  extended  from  the  northern  part  of  what 
is  now  Ecuador,  south  to  about  the  middle  of 
Chile,  a distance  of  over  2,000  miles,  and  included 
part  of  Argentina.  That  was  a great  stretch  of 
country  to  be  under  one  Indian  chief  or  emperor, 
but  the  Incas,  as  the  ruling  people  in  this  great 
territory  were  called,  were  a very  wonderful 
tribe,  more  wonderful  in  most  ways  than  any 
other  Indians  who  ever  lived.  Of  course  they 
ruled  over  many  other  tribes  in  their  great  em- 
pire of  about  20,000,000  souls,  all  of  whom  they 
taught  to  speak  their  language. 

The  capital  of  the  vast  Inca  empire  was  at 
Cuzco,  which  you  will  find  on  the  map  in  southern 
Peru.  It  is  situated  on  a beautiful  table-land, 
surrounded  by  lofty  snow-crowned  mountains. 
Here  was  the  central  palace  of  the  emperors,  and 

'Too'-pak  A-ma'-roo. 

21 


22 


LAND  OF  THE  GOLDEN  MAN 


a wonderful  temple  to  the  Sun  worshiped  by 
the  Incas  as  the  source  of  light  and  life.  The 
temple  was  built  of  immense  blocks  of  stone 
brought  from  a great  distance,  a wonderful  work 
to  accomplish,  since  the  Indians  of  the  Inca  em- 
pire had  no  horses  and  no  machinery  for  lifting 
heavy  weights.  The  stones  were  simply  dragged 
to  their  place  and  set  up  by  the  strength  of  many 
men  working  together,  thousands  being  engaged 
at  one  time  in  erecting  one  of  these  great  build- 
ings. Around  the  outside  of  the  temple,  and  em- 
bedded in  the  stone,  was  a band  of  pure  gold. 
Inside,  the  main  room,  which  was  dedicated  to 
the  Sun,  was  literally  plated  all  around  with 
gold,  the  metal  sacred  to  this  god,  till  no  walls 
could  be  seen.  On  the  west  side,  opposite  the 
entrance,  where  the  first  rays  of  the  rising  sun 
would  touch  it,  and  be  reflected,  was  a great 
face  made  of  pure  gold,  with  rays  of  gold 
extending  from  it  on  all  sides,  richly  set  with 
sparkling  gems. 

An  adjoining  temple  was  dedicated  to  the 
Moon.  It  was  decorated  in  a manner  similar  to 
the  temple  of  the  Sun,  only  here  everything  was 
of  pure  silver,  representing  the  pale  light  of  the 
goddess  of  night.  There  was  also  a chamber 
sacred  to  the  stars  “ who  formed  the  bright  court 
of  the  Sister  of  the  Sun,”  a chapel  to  Thunder 
and  Lightning,  and  one  to  the  Rainbow,  the 


TUPAC  AMARU 


23 


bright-colored  arch  of  which  was  painted  upon 
the  walls. 

The  Inca  emperor  lived  in  a palace  as  rich  in 
its  way  as  the  temple  of  the  Sun.  All  the  vessels 
and  dishes  he  used  were  of  gold  or  silver,  and 
he  had  a beautiful  artificial  garden  made  of  plants 
and  grain  imitated  in  gold  and  silver,  amid  which 
a sparkling  fountain  jetted  forth  from  a pipe 
of  gold. 

But  more  wonderful  than  their  palaces  and 
temples  of  gold  and  silver  is  the  story  of  the  way 
in  which  the  Inca  emperors  governed  their  em- 
pire. Each  man  not  only  raised  enough  food  for 
his  own  family,  but  he  was  also  compelled  to  do 
his  share  in  helping  the  sick  and  the  needy  about 
him.  He  worked  a certain  length  of  time  in  rais- 
ing crops  for  the  royal  Inca,  and  then  in  storing 
away  a surplus  in  case  of  famine  or  of  war,  to 
feed  the  soldiers.  In  the  same  way  the  women 
wove  garments  of  wool  and  cotton  sufficient  for 
their  own  family  and  then  helped  clothe  those  who 
were  no  longer  able  to  clothe  themselves.  The 
finest  of  the  garments  were  sent  to  the  Inca  for 
his  use,  while  others  were  stored  up  for  time  of 
need,  or  for  the  use  of  the  soldiers. 

The  population  was  so  large  that  every 
foot  of  ground  was  needed  for  cultivation. 
Where  the  mountain  sides  were  too  steep  for 
ordinary  fields,  they  built  little  walls  of  stone, 


24  LAND  OF  THE  GOLDEN  MAN 

called  terraces,  and  then  filled  in  behind  them 
with  earth  carried  up  in  baskets,  and  cultivated 
even  these  small  patches  of  soil.  There  was 
little  rainfall  in  some  of  their  coast-lands,  so  to 
these  dry  places  they  brought  water,  sometimes 
from  a great  distance,  guiding  it  through  tiny 
channels  which  they  built  of  stone,  along  the 
sides  of  mountains,  and  finally  down  through 
ditches  to  the  thirsty  soil  which  was  so  rich  that 
it  then  yielded  abundantly.  Many  of  the  old  sys- 
tems of  irrigation  built  by  the  Inca  in  Peru  four 
hundred  years  ago,  are  still  in  use,  and  are  con- 
sidered wonderful  feats  of  engineering  by  even 
our  modern  engineers. 

The  products  of  one  part  of  the  country  were 
exchanged  for  those  of  another,  and  as,  in  addi- 
tion, all  the  people  had  enough  to  eat  and  to 
wear  in  their  own  homes,  money  was  not 
needed,  and  there  was  none  in  the  whole  great 
empire.  No  one  had  stores  of  gold  and  silver, 
for  both  these  metals  were  sacred  to  the  adorn- 
ment of  the  temples  and  for  the  use  of  the  em- 
peror and  the  Inca  nobles. 

The  Inca  made  good  laws  for  the  people, 
which  were,  for  the  most  part,  very  carefully  en- 
forced. 

It  would  seem  that  the  Indians  of  the  great 
Inca  empire  must  have  been  a very  happy  people 
before  the  Spaniards  came.  However,  there  are 


TUPAC  AMARU 


2j 

several  reasons  which  would  make  you  prefer  to 
live  in  our  own  land  in  our  own  day.  First  of  all, 
the  people  of  the  Inca  empire  did  not  know  the 
true  God  nor  Jesus,  and  the  religion  which  the 
ordinary  people  understood  did  not  help  them 
any  in  their  daily  living.  No  matter  how  good 
or  how  wise  a man  was  he  could  never  rise 
to  be  governor  of  a province,  general  of  the 
army,  chief  priest,  or  emperor.  All  these  posts 
of  trust  and  honor  were  reserved  for  the  royal 
family  of  the  Inca  alone.  We  are  taught  to  know 
and  choose  to  do  the  right  even  when  no  older 
person  tells  us  what  to  do,  and  there  is  no  one 
near  to  see  at  all,  but  the  Indians  of  this  great 
empire  were  not  given  the  privilege  of  choosing 
to  do  the  right  or  kind  thing.  They  were  taught 
to  obey  some  one  else,  and  later,  when  their 
leaders  were  all  gone,  they  did  not  know  how  to 
decide  upon  the  right  thing  to  do  for  themselves. 

Then  the  Spaniards  came,  and  under  the 
leadership  of  Francisco  Pizarro  the  vast  empire 
of  the  Incas  was  conquered.  The  Indians  did 
not  know  what  to  do,  because  they  had  never 
been  taught  to  think  for  themselves.  Since  there 
were  millions  of  Indians  to  a few  hundreds  of 
Spaniards,  the  Indians  could  easily  have  driven 
them  out,  but  instead,  in  many  cases  they  be- 
came the  actual  slaves  of  the  conquistadors.  The 
conquerors  and  their  descendants,  true  to  their 


26  LAND  OF  THE  GOLDEN  MAN 

principle  of  getting  and  not  sharing,  never 
thought  of  working  themselves,  or  of  paying 
lawfully  for  the  services  of  the  Indians. 

The  condition  of  the  Inca’s  people  became 
worse  and  worse  as  the  years  passed.  They  were 
so  cruelly  treated  and  overworked  in  the  silver 
mines,  on  the  plantations,  and  in  the  cloth  fac- 
tories that  they  died  by  thousands.  At  the  end 
of  two  hundred  years,  nine  tenths  of  them  had 
perished.  Some  of  the  best  Spaniards  and  a few 
of  the  representatives  of  the  Roman  Catholic 
Church  had  felt  very  sorry  for  the  Indians,  and 
loudly  condemned  the  greedy  rich  men  who  had 
so  heartlessly  beaten,  starved,  and  overworked 
them.  Laws  were  made  to  protect  the  Indians, 
but  there  wras  no  one  who  would  be  just  enough 
or  brave  enough  to  enforce  them  when  by  doing 
so  he  would  make  enemies  of  rich  and  powerful 
men. 

Finally,  an  Inca  noble,  who  took  the  name  of 
Tupac  Amaru,  a descendant  of  the  last  emperors, 
began  in  1780  to  think  very  seriously  how  he 
could  help  his  people.  He  himself  was  com- 
fortable enough.  He  had  received  the  best  educa- 
tion possible  in  Peru.  He  had  a happy  home  with 
his  wife  and  sons.  He  was  rich,  and  had  just 
received  from  the  court  of  Spain  the  title  of 
Marquis.  Many  of  the  powerful  Spaniards  and 
many  of  the  most  learned  of  the  Roman  Catholic 


TUPAC  AMARU 


2? 


priests  were  his  friends.  Still,  he  could  not  be 
happy,  when  the  fellow  Indians  about  him  were 
suffering  in  such  a cruel  way.  Again  and  again 
he  pleaded  their  cause  before  all  the  officials  and 
people  who  had  the  power  to  help  them  in  any 
way.  It  was  no  use.  No  one  would  try  to  stop 
their  sufferings.  At  last  he  decided  that  he  must 
do  something  to  make  the  government  listen  to 
him.  He  therefore  began  by  capturing  a Spanish 
official  who  had  been  more  cruel  than  any  one  else 
to  the  Indians.  He  tried  this  man  by  the  forms 
of  law,  an  Indian  jury  condemned  him,  and 
Tupac  Amaru  had  him  executed.  Tupac  then 
proclaimed  to  all  the  Indians  that  he  was  striving 
to  save  them  from  their  terrible  forced  service 
to  the  Spaniards,  and  that  he  would  not  stop  until 
the  laws  were  kept  and  justice  meted  out. 

Thousands  of  Indians  flocked  to  his  standard. 
Tupac  Amaru  fought  again  and  again  against 
Spanish  armies  sent  out  to  subdue  him,  but  he 
always  treated  the  wounded  and  prisoners  kindly, 
and  made  war  only  on  fighting  men.  Several 
times  he  stopped,  and  sent  letters  to  the  Spanish 
government  in  Peru,  explaining  that  he  asked 
only  to  have  their  own  laws  enforced,  so  that 
the  Indians  would  receive  common  justice. 

“ I do  not  wish  to  be  emperor,”  he  wrote  to 
the  Spanish  officials,  although  he  had  a right  to 
be  considered  the  Indians’  sovereign.  “ I am 


28 


LAND  OF  THE  GOLDEN  MAN 


willing  to  remain  a loyal  subject  of  Spain.  I ask 
only  for  justice  and  mercy  for  my  people,  and 
will  lay  down  my  arms  immediately  if  you  will 
only  treat  me  fairly.” 

The  wicked  representative  of  the  Spanish  king 
in  Peru  determined  that  this  letter  from  Tupac 
Amaru  should  never  reach  the  government  at 
Lima,  because  it  was  so  fine  and  just  that  it  might 
convince  the  officials  that  the  Indian  leader  was 
right.  Instead  of  forwarding  the  letter,  he  kept 
it  himself  and  sent  a very  brutal  reply  to  the  Inca 
prince. 

Tupac  Amaru  was  finally  defeated,  and  he  and 
several  of  his  relatives,  besides  his  wife  and  two 
of  his  three  sons,  were  betrayed  into  the  power 
of  the  cruel  representative  of  the  Spanish  king. 
All  of  the  prisoners,  except  the  ten-year  old  son 
of  Tupac  Amaru,  were  executed,  Tupac  Amaru 
himself  being  killed  in  the  most  cruel  manner. 

But  do  not  think  the  noble  Tupac  Amaru  was 
really  defeated.  He  did  not  die  in  vain,  for  but 
a short  time  after  his  death  the  forced  service 
of  the  Indians  to  the  Spaniards  was  forbidden. 
People  shuddered  at  the  cruelty  with  which  the 
Inca  prince  had  been  put  to  death,  and  they  began 
then  to  think  of  separating  themselves  from  a 
government  whose  representatives  could  be  so 
unjust.  Less  than  fifty  years  later  Peru  became 
a republic. 


A QUICHUA  INDIAN  FAMILY 

Their  straight-brimmed  hats  and  bright-colored  clothing  have 
been  woven  in  their  home 


TUPAC  AMARU 


29 


Tupac  Amaru  will  always  remain  one  of 
the  noblest  Indians  who  ever  lived,  for  while 
he  might  have  led  a happy,  easy  life,  he 
gave  it  all  up  to  help  his  people,  just  as  Moses 
might  have  remained  rich  and  honored  in  the 
court  of  Pharaoh  if  he  had  not  cared  how  his 
people  suffered. 


CHAPTER  IV 


THE  INDIANS  OF  WESTERN  SOUTH 
AMERICA 

Large  numbers  of  the  Indians  of  the  home 
plateau  of  the  Golden  Man  died,  and  many  of 
them  were  killed,  so  that  to-day  few  remain,  and 
these  are  poor  farmers  or  herders  of  a few  sheep. 
In  other  parts  of  Colombia  there  are  more 
Indians,  but  still  not  nearly  so  many  as  in 
Ecuador,  Peru,  or  Bolivia. 

Still,  in  spite  of  these  unhappy  conditions,  there 
are  to-day  in  Ecuador,  Peru,  and  Bolivia  far  more 
Indians  and  people  who  are  half  Indian  and  half 
white  than  there  are  people  of  pure  Spanish 
descent.  White  settlers  came  very  slowly  to 
South  America,  instead  of  rapidly  and  in  large 
numbers,  as  they  did  to  the  United  States.  For 
that  reason  some  writers  think  that  Ecuador, 
Peru,  and  Bolivia,  together  with  Paraguay  in 
South  America,  ought  to  be  classed  as  Indian 
countries.  In  the  city  of  La  Paz,  Bolivia,  there 
are  at  present  more  full-blooded  Indians  than  in 
the  whole  of  the  United  States. 

When  the  Spaniards  had  conquered  all  the  old 
31 


32 


LAND  OF  THE  GOLDEN  MAN 


Inca  empire,  they  tried  to  conquer  the  rest  of 
Chile,  but  in  the  central  part  of  the  country  lived 
the  sturdy  and  independent  Araucanian  Indians, 
whom  the  Incas  had  not  been  able  to  subdue. 
The  conquistadors,  even  with  their  guns,  horses, 
and  superior  knowledge  of  warfare,  could  not 
overcome  them.  In  the  first  part  of  their  war 
with  the  conquistadors,  the  Indians  had  as  a 
general-in-chief  a young  man  named  Lautaro 
(Low-ta'-ro),  who  had  been  forced  to  act  as  a 
servant  for  Valdivia  (Val-de-ve'-a),  the  governor 
of  Chile.  He  escaped  from  his  master  and  proved 
to  have  learned  so  much  from  the  warfare  of 
the  Spaniards,  and  to  be  able  to  invent  such  suc- 
cessful ways  of  meeting  the  enemy,  that  he  was 
soon  chosen  as  their  leader.  He  knew  how  to 
conceal  his  forces  and  attack  the  Spanish  soldiers 
first  on  one  side  and  then  on  another;  how  to 
destroy  their  scouts  and  advance  guards,  and  how 
to  cut  off  their  retreat.  We  must  remember,  the 
Indians  had  no  horses,  but  Lautaro  soon  invented 
a way  of  overcoming  this  disadvantage  for  he 
made  his  men  lassos  of  tough  vines  or  creepers, 
with  which  he  pulled  the  Spaniards  from  their 
horses  and  compelled  them  to  fight  on  foot. 
Again  and  again  he  defeated  the  conquistadors 
and  destroyed  their  little  towns.  Finally  he  com- 
pletely conquered  a band  of  Spanish  soldiers,  and 
took  the  governor,  Valdivia,  prisoner. 


WESTERN  SOUTH  AMERICA  33 

Lautaro  continued  to  be  triumphant,  and  it 
looked  for  a while  as  if  the  Spaniards  would  be 
forced  to  leave  the  land  of  the  Araucanians. 
Then,  when  the  conquistadors  were  not  strong 
enough  to  meet  the  Indians  openly,  they  suc- 
ceeded in  surprising  Lautaro’s  camp  at  night, 
and  killed  the  brave  young  general. 

The  Indians  had  many  different  leaders  after 
that,  and  suffered  many  defeats.  Some  of  these 
leaders  were  very  skilful  generals,  but  none  pos- 
sessed the  genius  of  Lautaro,  who,  had  he  lived, 
might  have  freed  his  people  entirely  from  the  rule 
of  the  white  men.  As  it  was,  neither  defeat, 
famine,  nor  disease  could  break  the  spirit  of  the 
Indians.  They  would  not  give  up.  The  Spaniards 
held  their  ground  just  as  firmly.  They  too,  had 
suffered  much  from  wounds,  sickness,  hunger  and 
thirst,  and  their  little  towns  had  been  destroyed 
again  and  again  by  the  Araucanians.  Still  they 
clung  desperately  to  their  bare  foothold  on  the 
Chilean  coast,  nearly  2,000  miles  from  the  strong 
Spanish  settlements  in  Peru. 

Finally,  since  neither  the  Spaniards  could  con- 
quer the  Araucanians,  nor  the  Araucanians  could 
drive  out  the  Spaniards,  the  two  peoples  made  a 
treaty;  the  Spaniards  agreeing  to  stay  north  of 
the  Bio-bio  River,  the  Indians  south  of  it.  Their 
treaties  were  broken  again  and  again,  but  always 


34 


LAND  OF  THE  GOLDEN  MAN 


renewed,  the  Araucanians  remaining  uncon- 
quered for  three  hundred  years. 

At  last,  in  1882  after  Chile  had  won  her  in- 
dependence from  Spain,  and  had  been  a republic 
for  fifty  years,  the  Araucanians  consented  to  be- 
come full  citizens  of  the  Chilean  republic.  Now 
the  brave  young  general,  Lautaro,  is  considered 
a hero  by  all  loyal  Chileans,  whether  Indians  or 
descendants  of  the  old  conquistadors. 

What  of  the  Indians  of  this  great  western  coast 
to-day?  As  we  have  said  before,  there  are  few 
remaining  in  the  ancient  home  of  the  Golden  Man, 
but  there  are  more  in  the  southern  and  eastern 
part  of  Colombia,  who  are  very  poor  and  live 
in  a very  simple  fashion.  In  Chile  the  descend- 
ants of  the  brave  Araucanians  are  becoming  fewer 
each  year,  on  account  of  alcohol  and  disease, 
although  they  were  once  a fine,  strong  people. 
Since  we  shall  not  have  time  to  talk  about  all  of 
these  Indians,  we  will  therefore  describe  only  the 
most  numerous  tribes,  the  Quichuas  (Ke'-chwaz) 
and  the  Aymaras  (I-ma-raz')  of  Ecuador,  Peru 
and  Bolivia,  which  are  the  original  tribes  of  the 
old  Inca  empire. 

These  Indians  are  for  the  most  part  very, 
very  poor,  and  the  white  men  who  are  rich  and 
large  landowners,  force  them  to  work  in  the 
cities  and  on  their  lands,  by  furnishing  them 
;with  supplies  of  different  kinds,  and  particularly 


WESTERN  SOUTH  AMERICA 


35 


with  a fiery  alcoholic  drink  made  from  sugar- 
cane, which  the  Indians  of  course  have  no  money 
to  buy,  and  must  pay  for  by  working  out  the 
value.  The  rich  man  may  put  a very  high  price 
upon  what  he  gives  the  Indian,  and  so  compel 
him  to  work  for  him  year  after  year.  Many 
thousands  of  the  poor  ignorant  Indians  are  thus 
in  debt  all  their  lives,  and  are  little  better  than 
slaves. 

Most  of  the  Indians  on  the  eastern  slopes  of 
the  Andes,  and  in  Chile  in  the  mines,  are  com- 
pelled to  serve  some  rich  white  man  much  in  the 
same  way. 

Scarcely  any  of  these  Indians  can  read  or 
write  a word.  In  some  places  the  government 
has  tried  to  establish  Spanish  schools  for  them, 
and  will  even  pay  them  to  attend,  but  most  of  the 
Indian  boys  and  girls  do  not  know  the  Spanish 
language,  so  they  cannot  understand  the  lessons. 
They  do  not  wish  to  learn  to  read  and  write, 
for  then  they  would  have  to  serve  in  the  army 
and  perform  other  duties,  and  they  do  not  trust 
the  government  of  their  country  or  wish  to  have 
anything  to  do  with  it. 

The  strong,  brave  Araucanians,  who  could  be 
conquered  by  neither  the  Incas  nor  the  Spanish 
conquistadors,  are  being  conquered  and  killed 
daily  by  alcohol.  These  fine  men,  together  with 
the  Quichuas  and  Aymaras,  who  were  once  so 


36  LAND  OF  THE  GOLDEN  MAN 

intelligent  and  progressive,  have  sunk  into  a con- 
dition far  lower  than  they  were  four  hundred 
years  ago. 

What  have  we  to  do  with  these  Indians  in  far- 
off  western  South  America?  Do  we  owe  them 
anything?  Have  we  too,  received  without  shar- 
ing? I wonder  if  you  can  think  of  any  connec- 
tion between  them  and  ourselves  ? We  can  hardly 
sit  down  to  a meal  in  our  homes  without  remem- 
bering these  Indians,  for  it  was  they  who  first 
cultivated  the  white  potato  and  through  the 
Spaniards  gave  this  valuable  food  to  the  world. 
They  still  raise  the  best  corn  and  potatoes  in  the 
whole  world.  If  you  cut  or  hurt  yourself,  or 
have  a very  painful  tooth  cared  for,  you  may 
remember  with  gratitude  the  Indians  of  the  Inca 
empire,  for  it  was  they  who  brought  to  the  at- 
tention of  the  Spaniards  the  use  of  the  leaves 
of  the  coca  shrub,  to  deaden  pain  or  fatigue. 
Since  1884  cocaine,  made  from  the  coca  leaves, 
has  been  used  to  prevent  pain,  when  surgeons 
are  performing  operations  which  would  other- 
wise cause  much  suffering. 

If  you  ever  have  malarial  fever,  you  must 
again  think  gratefully  of  the  South  American 
Indians,  for  long  before  the  Spaniards  came  to 
South  America,  they  knew  how  to  use  the 
quinine  bark  to  stop  fever.  The  wife  of  the 
viceroy  of  Peru,  in  1628,  was  the  first  white 


A REED  BOAT  ON  LAKE  TITICACA 


WESTERN  SOUTH  AMERICA 


37 


person  to  be  cured  by  its  use.  This  medicine  has 
been  used  by  people  all  over  the  world.  If 
the  Indians  had  not  discovered  this  secret,  hun- 
dreds of  years  might  have  passed  before  we  found 
out  its  use. 

Are  we  doing  anything  in  return  for  these 
practical  gifts?  Of  course  we  pay  for  them  with 
money,  but  we  must  still  be  grateful  to  the 
Indians  for  making  these  discoveries  for  the 
world.  Have  we  any  valuable  gifts  which  we  are 
not  sharing  with  them,  and  which  would  benefit 
them?  The  very  best  thing  which  we  have  and 
they  have  not  is  the  Bible.  From  its  teachings 
they  would  learn  that  evil  spirits  have  no  power 
over  them ; they  would  gain  strength  to  resist  the 
temptation  to  drink,  and  they  would  learn  that, 
however  lowly  they  are  and  oppressed  by  white 
men,  God  values  even  the  poorest  Indian  and 
sent  his  Son  to  save  him.  They  would  then  begin 
to  respect  themselves,  would  wish  to  read  and 
write,  and  share  in  making  their  republics  the 
best  and  noblest  possible.  As  it  is,  two  presidents 
of  Peru  have  been  men  of  Indian  blood. 

The  Spanish  boys  and  girls  of  Peru  and 
Bolivia,  like  those  of  Colombia  and  Venezuela, 
do  not  have  the  Bible,  nor  have  they  good  schools. 
So  our  missionaries  have  established  day  and 
boarding  schools  for  them  in  Lima  and  La  Paz, 
and  various  other  places,  like  those  we  have  told 


38 


LAND  OF  THE  GOLDEN  MAN 


about  for  the  Colombian  boys  and  girls.  How 
do  you  think  this  will  help  the  Indians,  even  if 
as  yet  we  have  no  special  schools  or  missionaries 
for  them? 

The  South  American  Missionary  Society  of 
England  is  helping  the  Araucanian  boys  and  girls 
to  become  strong  Christians,  and  is  training  them 
in  industrial  schools  to  become  good  farmers  and 
housekeepers,  and  helpful  Chilean  citizens.  You 
will  find  the  center  for  their  work  at  Temuco 
(Ta-moo'-ko),  where  they  have  a hospital  for  the 
Indians.  This  town  you  will  see  on  the  map  mid- 
way between  Conception  and  Valdivia,  in  the  old 
country  of  the  Araucanians,  where  so  many 
battles  were  fought  between  the  conquistadors 
and  the  brave  Indians  under  Lautaro. 


CHAPTER  V 


GENERAL  SAN  MARTIN 

Columbus  had  hardly  discovered  the  New 
World,  before  both  the  Spanish  and  Portuguese 
kings,  eager  for  gold  and  silver,  were  quarreling 
as  to  who  should  possess  it.  The  pope,  to  whom 
the  matter  was  referred,  finally  decided  that 
Spain  should  have  all  the  land  west  of  a line 
drawn  about  1,410  miles  west  of  the  Cape  Verde 
Islands,  and  Portugal  all  that  lay  east  of  it. 
South  America  had  not  yet  been  discovered,  but 
when  it  was,  you  will  see  by  looking  at  a map 
of  the  world,  that  Portugal  was  thus  entitled  to 
Brazil,  and  Spain  to  northern,  western,  and 
southern  South  America. 

After  South  America  was  discovered,  both 
countries  sent  -explorers  and  settlers  to  the  new 
lands.  Soon  the  sons  and  grandsons  of  the  early 
comers,  born  in  Venezuela,  in  Colombia,  in 
Ecuador  and  Peru,  and  all  the  other  Spanish  pos- 
sessions, began  to  love  these  countries  and  to 
feel  that  they  were  their  own.  But  they  were  not 
allowed  to  make  laws  and  govern  themselves. 
All  the  officials,  judges,  and  laws  came  from 

39 


40  LAND  OF  THE  GOLDEN  MAN 

Spain.  The  king  taxed  the  colonists  heavily,  and 
permitted  them  to  buy  and  sell  only  with  the 
mother  country,  even  if  they  could  get  better 
prices  and  better  supplies  by  dealing  with  other 
lands. 

Most  unfair  of  all,  although  the  colonists  had 
to  pay  all  the  cost  of  shipment,  was  the  fact  that 
only  by  one  road  did  the  king  allow  them  to  re- 
ceive their  goods.  Even  if  the  cargo  of  supplies 
were  intended  for  Buenos  Aires,  the  chief  city 
of  Argentina,  which  you  will  find  on  the  south- 
eastern coast  of  South  America,  the  ships  first 
sailed  to  the  Isthmus  of  Panama ; then  the  cargo 
was  packed  upon  the  backs  of  mules  and  sent 
to  the  Pacific  coast,  where  it  was  again  loaded 
upon  ships  and  sent  to  Callao,  the  port  of 
Lima,  from  there  it  was  taken  to  Lima,  and 
then  by  pack  of  mules,  making  the  journey — 
one  of  many  months — across  the  Andes  into 
Bolivia,  and  thence  down  across  Argentina  to 
Buenos  Aires  on  the  coast.  Whatever  colony 
the  supplies  were  intended  for,  they  must  first 
go  by  this  route  to  Lima.  Thus  a toy  for  which 
a Spanish  child  would  pay  one  penny,  would  cost 
a boy  or  girl  in  xArgentina  $6.00.  Since  this  way 
of  shipment  was  so  expensive,  the  Argentinians 
could  not  sell  their  grain,  hides,  and  cattle  with 
any  profit,  hence  they  were  very  poor.  Only  the 
people  who  owned  mines,  in  the  countries  rich  in 


GENERAL  SAN  MARTIN 


41 


gold  and  silver  and  a few  large  land  proprietors, 
could  make  any  money  at  all,  so  they  gave  up 
almost  everything  else  and  just  worked  the 
Indians  in  the  mines  as  hard  as  they  could.  Thus 
the  fertile  soil  was  not  cultivated  with  nearly  the 
care  that  it  had  received  under  the  Incas,  roads 
and  bridges  were  not  built,  and  all  except  a few 
individuals  and  the  mine  owners  became  very 
poor  indeed. 

The  Spanish  sovereign  wished  only  for  gold, 
nor  was  he  willing  to  give  anything  worth  while 
in  return  for  it.  He  did  not  care  whether  the 
South  Americans  were  educated  or  not.  There 
were  just  a few  schools  for  the  wealthy,  under  the 
direction  of  the  priests,  but  the  poorer  people,  and 
those  living  on  ranches  far  from  a town,  could 
not  read  nor  write  any  more  than  the  Indians. 

Although  Spain  tried  very  hard  to  keep  her 
colonies  in  South  America  under  her  control, 
by  making  strict  laws  that  they  should  trade  with 
no  land  but  the  mother  country,  and  tried  to 
prevent  the  new  ideas  of  religious  and  civil 
liberty,  which  were  spreading  through  the  whole 
world,  from  reaching  them,  she  could  not  quite 
succeed.  By  1810  many  young  leaders  were  talk- 
ing and  working  for  liberty.  Chief  among  these 
was  a young  man  from  Venezuela  named  Simon 
Bolivar  (Se'-mbn  Bo-le'-var). 

Argentina,  as  we  have  shown,  had  suffered 


42  LAND  OF  THE  GOLDEN  MAN 

much  from  the  unjust  treatment  of  Spain,  and 
drank  in  eagerly  the  new  ideas  of  freedom. 
A year  after  the  beginning  of  the  revolution 
against  the  Spanish  power  in  the  north,  a young 
son  of  the  Argentine  colony  reached  its  shores 
from  Spain.  His  name  was  Jose  de  San  Martin.1 
He  had  left  Argentina,  the  land  of  his  birth,  when 
he  was  a little  boy  only  eight  years  old,  but  he 
had  never  forgotten  her,  and  although  he  had 
been  educated  in  Spain,  and  had  risen  to  be  a 
prominent  young  officer  in  the  Spanish  army,  he 
loved  Argentina  with  all  his  heart.  When  he 
heard  of  the  beginning  of  Argentina’s  struggle 
for  independence  from  Spain,  he  resigned  his 
position  in  the  Spanish  army,  and  sailed  as  fast 
as  he  could  for  his  native  land,  to  help  her  with 
all  that  he  had  learned  in  Europe. 

San  Martin  gathered  the  finest  young  men  of 
Argentina  together  and  drilled  them  from  morn- 
ing till  night,  in  order  to  prepare  them  to  be- 
come officers.  Those  who  rebelled  against  this 
hard  work,  he  dismissed,  for  he  rightly  concluded 
that  those  who  were  not  willing  to  work  for  their 
native  land  were  not  worthy  to  be  honored  with 
positions  of  command  in  her  armies.  He  was 
quite  determined  that  they  should  not  receive 
something  without  giving  a fair  return.  The 
little  band  of  young  men  who  finally  remained 
1 Ho-sa'  da  San  Mar'-teen. 


GENERAL  SAN  MARTIN  43 

with  him  were  the  best  trained  and  ablest  native 
soldiers  in  all  South  America. 

Argentina  soon  succeeded  in  establishing  her 
freedom,  but  she  knew  that  she  could  not  main- 
tain it  if  all  the  other  Spanish  colonies  in  South 
America  remained  under  the  control  of  the 
mother  country,  for  Spain  could  send  them 
against  Argentina  to  subdue  her.  It  seemed 
absolutely  necessary,  then,  that  Argentine  should 
help  the  revolutionary  leaders  in  the  other 
colonies  drive  out  their  Spanish  officials,  and 
soldiers.  First  she  sent  an  army  into  Paraguay, 
which  country  was  devoted  to  the  Spanish  king. 
The  army  was  so  small  that  it  was  soon  entirely 
captured  by  the  Paraguayan  soldiers.  Then  a 
very  queer  thing  happened.  The  captured  army 
in  turn  captured  the  Paraguayans  not  with  guns, 
but  by  argument,  and  Paraguay,  too,  declared 
herself  independent  of  Spain. 

Uruguay  also  successfully  revolted. 

Still  there  remained  the  far  larger  countries  on 
the  west  coast,  yet  in  the  power  of  Spain.  Who 
should  undertake  the  hard,  self-sacrificing  task 
of  helping  them  ? San  Martin  was  quickly  chosen 
by  his  country  to  have  the  honor  of  this  difficult 
duty. 

Chile  was  Argentina’s  nearest  western  neighbor 
in  trouble.  Her  efforts  at  freedom  had  not  suc- 
ceeded, and  many  of  her  gallant  young  patriots, 


44 


LAND  OF  THE  GOLDEN  MAN 


among  them  a young  man  named  Bernardo 
O’Higgins,  who  was  half  Irish  and  half  Spanish 
in  parentage,  but  all  Chilean  in  loyalty,  had  to 
flee  over  the  high  Andes  into  Argentina  to  escape 
the  Spanish  soldiers.  Here,  right  under  the 
shadow  of  the  Andes,  in  the  town  of  Mendoza, 
San  Martin  established  a camp.  The  faithful 
young  men  of  the  Argentine  were  with  him,  and 
here  he  received  the  young  patriots  from  Chile, 
and  a band  of  freed  Negro  slaves,  who  were 
thankful  enough  to  fight  for  their  country  in 
return  for  their  liberty.  San  Martin  formed  even 
the  children  into  regiments,  and  they  proudly 
marched  about  under  their  own  flags. 

For  three  long,  hard  years  San  Martin  worked 
in  his  camp,  getting  everything  ready,  drilling  his 
untrained  soldiers  day  after  day,  collecting  food 
for  the  journey  over  the  Andes,  gathering 
thousands  of  sure-footed  mules  to  drag  the 
cannon  and  the  wagons  filled  with  ammunition 
and  supplies  of  all  kinds.  His  men  had  to  have 
uniforms,  and  the  patriotic  women  of  Mendoza 
gladly  gave  their  services  in  making  them.  They 
even  threw  their  jewels  into  San  Martin’s  war 
chest  to  help  pay  the  expenses  of  the  army.  The 
passes  over  the  mountains  which  San  Martin 
had  chosen  for  his  soldiers  to  follow  were  so 
lofty  that  they  were  always  covered  with  ice 
and  snow  and  sometimes  hidden  in  the  clouds. 


A MARKET  SCENE  IN  QUITO 


’V-  • 


, '**- 
& 


GENERAL  SAN  MARTIN 


4 S 


When  people  climb  mountains  as  high  as  that, 
it  makes  the  heart  beat  very  fast,  and  it  is  diffi- 
cult to  breathe.  San  Martin  even  provided 
medicine  for  this  mountain  illness  in  case  his 
soldiers  should  become  sick. 

At  last  everything  was  ready.  The  cannon 
were  wrapped  in  wool,  so  that  they  would  not 
rust.  Sledges  of  rawhide  were  provided  by  which 
the  cannon  could  be  dragged  up  and  coasted 
down  the  mountains  where  the  grade  proved  too 
steep  for  the  mules,  on  whose  backs  they  were 
strapped  for  the  ordinary  travel.  Advance  par- 
ties stored  supplies  of  food  all  along  the  way, 
which  proved  a great  help. 

Then,  when  the  army  was  ready  to  start,  on 
January  17,  1817,  a grand  holiday  was  pro- 
claimed. San  Martin  and  all  his  soldiers  marched 
to  the  church,  where  the  loyal  women  of  Mendoza 
presented  to  the  general  a special  army  flag,  which 
they  had  embroidered.  After  the  Catholic  cere- 
mony of  blessing  the  flag  was  over,  San  Martin 
mounted  a platform  in  the  town  square  and 
waving  the  new  flag  above  his  head,  said  in  a 
voice  which  could  be  heard  by  all : 

“ Soldiers ! This  is  the  first  independent  flag 
which  has  been  blessed  in  America.” 

From  the  men  rang  the  answering  cheer: 
“ Long  live  our  native  land ! ” 

Again  San  Martin  spoke : “ Soldiers ! Swear 


46 


LAND  OF  THE  GOLDEN  MAN 


to  sustain  it  and  to  die  in  defense  of  it,  as  I 
swear  to  do.” 

“We  swear,”  came  the  solemn  pledge  from 
4,000  throats. 

The  royal  army  expected  San  Martin’s  soldiers 
to  appear  over  the  southern  passes,  and  especially 
by  the  one  called  Uspallata  (Oos-pa-la'-ta).  They 
thought  any  other  route  too  difficult,  so  they  scat- 
tered their  defending  army  in  the  south,  and 
placed  the  largest  numbers  before  the  Uspallata 
pass  where  they  hoped  to  catch  San  Martin’s 
army  as  it  filed  through  this  narrow  way.  To 
deceive  them,  San  Martin  did  send  a small  por- 
tion of  his  forces  by  this  road,  but  the  main  part 
he  himself  led  over  a very  difficult  northern  pass 
which  the  royal  army  never  dreamed  he  would 
use.  San  Martin’s  hard  years  of  careful  prepara- 
tion had  their  reward,  for  all  his  plans  worked 
splendidly.  He  had  forgotten  nothing.  He 
crossed  the  mountains  so  quickly  by  the  unknown 
pass,  that  he  was  down  in  the  warm  valley  in 
Chile  before  his  enemies  could  do  anything  to 
stop  him.  Indeed  he  would  have  caught  the  royal 
forces  between  his  first  and  second  divisions  and 
bottled  them  up  at  Uspallata,  had  they  not  been 
defeated  by  the  little  army  and  sent  fleeing 
toward  Santiago. 

On  February  12,  1817,  San  Martin’s  united 
forces  attacked  the  royal  army  near  Santiago,  at 


GENERAL  SAN  MARTIN 


47. 


Chacabuco  (Cha-ka-boo'-ko) — a name  and  date 
which  every  Chilean  schoolboy  always  remembers 
with  pride.  Here  again  San  Martin  chose  a way 
of  approach  not  anticipated  by  the  royal  general. 
The  gallant  young  O’Higgins  led  the  first  charge, 
but  was  too  hasty,  and  might  have  been  defeated 
had  not  General  San  Martin  come  galloping  down 
the  hillside  to  aid  him,  and  the  reserve  force  ap- 
peared just  in  time.  As  it  was,  the  patriots  were 
completely  victorious,  and  the  royalists,  who  lost 
heavily,  were  forced  to  flee.  The  next  year  Chile 
became  a republic,  with  the  brave  young  O’Hig- 
gins as  first  dictator  or  president. 

Still,  Chile  was  not  safe  if  Peru  continued  to 
be  in  the  power  of  Spain,  and  able  to  send  soldiers 
down  to  trouble  the  young  republic.  On  account 
of  the  waterless  desert  in  northern  Chile,  across 
which  San  Martin  could  not  successfully  lead  his 
men,  he  had  to  wait  until  Chile  and  Argentina 
could  provide  him  a fleet  to  carry  his  army  up  to 
Peru.  After  two  years  all  was  ready,  and  San 
Martin  sailed  away  to  the  aid  of  this  sister 
colony.  General  San  Martin  was  equally  suc- 
cessful in  Peru,  and  the  grateful  people  made  him 
dictator. 

Still,  the  Spaniards  were  not  all  driven  out, 
and  the  next  year  San  Martin  journeyed  north 
to  Ecuador,  there  to  meet  Simon  Bolivar,  who 


48 


LAND  OF  THE  GOLDEN  MAN 


had  been  fighting  hard  for  the  freedom  of  the 
northern  part  of  the  land. 

“ Can  we  join  forces  and  thus  quickly  gain  the 
freedom  of  all  South  America?  Or,  may  I give 
you  my  army,  and  serve  under  you  as  one  of 
your  officers  ? ” must  have  been  the  questions  San 
Martin  asked  Bolivar. 

The  thing  for  which  San  Martin  had  worked 
so  hard  for  seven  years,  had  been  the  freedom 
of  South  America.  He  had  won  fame  in  doing 
this  work,  and  people  had  honored  and  praised 
him.  Now  came  the  test.  Bolivar  was  unwilling 
to  share  the  glory  with  him.  If  San  Martin  de- 
manded his  rights,  he  would  have  to  use  his  be- 
loved soldiers  to  fight  against  the  patriots  of  the 
north — loyal  South  Americans  against  loyal 
South  Americans.  Meantime,  what  would  the 
Spanish  armies  be  doing,  while  the  patriots  were 
fighting  one  another?  Or  else  San  Martin  must 
give  up  all  the  honors  he  had  won,  and  all  the 
benefit  of  his  work  to  Simon  Bolivar,  step  aside, 
and  let  him  have  all  the  glory. 

Traveling  back  from  his  meeting  with  Bolivar 
in  Ecuador,  San  Martin  made  his  decision.  In  the 
presence  of  the  people’s  representatives  he  re- 
moved the  sash  from  his  breast,  the  emblem  of 
his  office  as  dictator.  To  his  officers  he  said: 
“ Be  loyal  to  your  new  general,  and  serve  him  as 
faithfully  as  you  have  served  me.”  Then,  with- 


GENERAL  SAN  MARTIN 


49 


out  making  any  explanations  / which  would  cause 
people  to  think  less  favorably  of  Bolivar,  he  said 
good-by  quietly,  and  journeyed  back  to  Chile 
and  thence  to  Argentina.  A short  time  later  he 
as  quietly  set  sail  for  Europe,  where,  in  1824,  he 
heard  of  Bolivar’s  final  triumph,  and  the  inde- 
pendence of  all  the  Spanish  colonies  in  South 
America.  People  could  not  understand  such  self- 
sacrifice  for  country,  and  many  of  them  thought 
San  Martin  a coward,  for  he  never  tried  to  prove 
to  them  that  he  was  not. 

San  Martin  remained  true  to  South  America 
all  his  life.  He  died  neglected,  in  exile,  but  years 
afterward  his  beloved  Argentina  learned  to 
understand  his  goodness,  and  brought  back  his 
body  to  the  city  of  Buenos  Aires.  To-day,  when- 
ever San  Martin’s  name  is  mentioned  in  school, 
every  Argentine  schoolboy  rises,  lifts  his  hand  to 
his  forehead  in  salute,  and  exclaims : “ Long  live 
our  native  land ! ” A statue  has  been  raised  to 
him  in  Buenos  Aires,  another  in  Santiago  by  the 
brave  and  grateful  Chileans,  and  one  in  Peru. 
Now  every  one  honors  Jose  de  San  Martin  as 
one  of  the  truest  patriots  who  ever  lived  in  South 
America  or  any  other  country. 


CHAPTER  VI 


HELPING  IN  THE  SOUTHERN 
REPUBLICS 

After  San  Martin  and  Bolivar  had  freed 
South  America,  the  various  colonies  became 
republics.  In  order  that  a country  become  a suc- 
cessful republic,  it  must  know  how  to  govern 
itself.  The  people  must  elect  a president  and 
make  their  own  laws  and  enforce  them,  but 
Spain  had  never  given  her  colonies  the  slightest 
training  in  this  difficult  task.  The  result  was 
that  the  leaders  in  each  republic  fell  to  fight- 
ing among  themselves.  It  is  too  bad  they  could 
not  all  have  been  true  patriots,  like  San  Martin, 
and  refuse  to  shed  the  blood  of  their  fellow 
countrymen  to  serve  their  own  ambitions.  You 
must  remember,  however,  that  Spain  had  never 
set  them  an  example  of  good  government,  and 
they  had  not  had  the  Bible  to  read  and  study, 
so  they  did  not  know  the  ideals  of  unselfishness 
which  Christ  taught. 

By  their  constant  wars  and  bad  management, 
the  South  American  republics  became  poorer 
even  than  Spain  had  left  them  after  her  three 

51 


52 


LAND  OF  THE  GOLDEN  MAN 


hundred  long  years  of  oppression.  Hence,  were 
you  traveling  in  South  America  to-day,  you  would 
understand  why  you  "would  find  fewer  railroads, 
fewer  schools,  fewer  hospitals  and  orphanages 
than  in  our  country,  no  Protestant  churches,  and 
Bibles  only  where  the  missionaries  have  gone. 
You  will  understand,  and  not  think  the  people 
unprogressive,  when  you  remember  the  unhappy 
things  of  the  past. 

The  fact  is,  these  countries  are  very  progres- 
sive. They  have  been  trying  very  hard  to  catch 
up  with  the  leading  nations  of  the  world,  and  in 
many  ways  they  have  done  so,  and  even  sur- 
passed them  with  the  aid  of  their  wonderful  land, 
so  richly  gifted  by  nature.  Yet,  in  some  very 
important  respects  they  are  still  behind.  They 
lack  good  public  schools  and  Sunday-schools,  and 
they  have  very  few  benevolent  works  such 
as  hospitals,  orphanages,  and  protective  homes 
and  societies  of  different  kinds.  Therefore,  when 
our  missionary  leaders  have  offered  to  help  these 
republics  with  good  schools,  their  offers  have, 
for  the  most  part,  been  gladly  accepted.  You 
will  realize  the  need  when  you  know  that  in  some 
of  these  countries,  out  of  every  one  hundred 
people  you  meet,  eighty  can  neither  read  nor 
write.  As  for  Sunday-schools,  there  was  not 
one  in  the  whole  land  before  our  missionaries 


came. 


THE  INDIANS  IN  PERU  USE  LLAMAS  TO  CARRY 
BURDENS 


A COWBOY  ON  AN  ARGENTINA  RANCH 


HELPING  IN  THE  REPUBLICS  S3 

We  have  spoken  of  the  industrial  schools  for 
the  Araucanian  boys  and  girls  with  which  the 
British  South  American  Missionary  Society  is 
helping  the  Indians.  Teachers  and  ministers 
from  the  United  States  have  established  high 
schools,  churches,  and  Sunday-schools  for  the 
boys  and  girls  at  Santiago,  Valparaiso,  and  Con- 
ception. 

The  boys  in  the  high  school  at  Santiago,  called 
the  “ Instituto  Inglis,”  have  about  the  same 
studies  that  wTe  have  in  our  high  schools,  and 
many  of  their  graduates  enter  colleges  in  the 
United  States  for  which  they  are  as  well  prepared 
as  our  boys  and  girls.  In  their  Sunday-school 
of  eighty  pupils,  at  Santiago,  the  boys  have  been 
studying  about  the  heroes  of  the  Old  Testament, 
and  the  parables  of  Jesus.  They  too  contribute 
to  missions,  for  they  support  a boy  in  the 
“ Sheltering  Home  ” in  Valparaiso,  paying  $30 
a month  for  his  needs,  a very  good  amount  for 
only  eighty  boys  to  contribute. 

Also  in  Santiago  is  situated  one  of  the  finest 
boarding-schools  for  girls,  which  has  an  enrol- 
ment of  three  hundred  pupils.  If  you  should 
visit  this  school,  you  would  enjoy  knowing 
these  girls.  At  Conception,  which  you  will  find 
farther  south  on  the  map,  a city  for  the  possession 
of  which  the  conquistadors  and  the  Araucanians 
fought  again  and  again,  there  are  two  good 


54 


LAND  OF  THE  GOLDEN  MAN 


mission  schools,  one  for  boys  and  one  for 
girls.  They  are  called  the  “ American  College 
for  Boys,”  and  the  “ Conception  College  for 
Girls,”  although  they  correspond  to  our  high 
schools  in  grade. 

The  Sunday-school  in  the  girls’  school  at  Con- 
ception is  considered  the  finest  in  South  America. 
The  girls  voluntarily  take  written  examinations 
each  quarter  in  the  Sunday-school  lessons,  and 
the  average  mark  is  sent  home  on  their  report 
cards.  How  would  you  like  to  have  your  Sunday- 
school  work  tested  in  this  way? 

They  are  studying  our  uniform  International 
lessons,  which  are  printed  in  Spanish  and  sent  to 
them  from  the  city  of  Mexico.  The  Chilean 
schools  are  from  six  weeks  to  three  months  be- 
hind the  lesson  you  will  study  next  Sunday  if 
your  school  is  using  the  uniform  course.  The 
graded  lessons  for  girls  and  boys  are  now  trans- 
lated into  Spanish. 

In  Valparaiso  two  hundred  and  fifty  boys  and 
girls  attend  the  seven  day-schools.  They  are 
glad  to  go,  even  though  they  have  to  pay  to  do 
so.  Would  you  think  it  queer  to  attend  day- 
school  in  your  Sunday-school  room?  That  is 
what  these  boys  and  girls  do  and  think  nothing 
about  it.  Church,  Sunday-school,  and  day-school 
are  all  held  in  the  one  room. 

The  summer  vacation  for  these  Valparaiso 


HELPING  IN  THE  REPUBLICS 


55 


school  children  begins  the  last  of  December,  and 
ends  March  ist,  while  the  vacation  which  cor- 
responds to  our  Christmas  holidays,  comes  to 
them  in  September,  when  they  celebrate  their 
Independence  day,  September  18th.  You  see  it 
is  not  the  same  date  as  that  which  the  Colombian 
boys  and  girls  recognize,  for  Chile  declared  her  in- 
dependence from  Spain  at  a different  time. 

One  of  the  favorite  games  of  these  boys  is 
“ Association  football,”  or  “ soccer,”  which  they 
play  with  the  feet  only,  never  touching  the  ball 
with  their  hands.  If  they  cannot  afford  to  buy 
an  expensive  football,  they  have  just  as  much 
fun  with  one  they  make  themselves  out  of  an  old 
stocking  stuffed  with  paper.  All  the  boys  and 
even  the  men  are  experts  at  kite-flying. 

The  strangest  Sunday-schools  of  all  by  which 
we  are  helping  the  boys  and  girls  in  Chile  are  up 
in  the  mining  districts  of  the  Atacama 1 desert,  at 
Antofagasta  2 and  other  places.  Here  the  churches 
in  which  the  Sunday-schools  are  held  are  made 
of  galvanized  iron,  since  neither  wood  nor  stone 
is  to  be  found.  In  one  of  these  galvanized  iron 
rooms,  seated  on  rough  benches,  and  with  the 
aid  of  a baby  organ,  these  boys  and  girls  enjoy 
their  Sunday-school  hour.  The  desert  home  of 
these  children  is  very  dreary  indeed,  for  there 
is  not  a green  thing  in  sight,  and  rain  never  falls. 

1 A-ta-ka'-ma.  2An-to-fa-gas’-ta. 


56  LAND  OF  THE  GOLDEN  MATT 

There  are  more  than  7,000  Chilean  boys  and 
girls  in  Sunday-schools.  That  is  rather  a small 
number,  when  you  remember  that  Chile  has  a 
population  of  over  3,000,000.  How  many  are 
in  Sunday-school  in  your  town  or  city  in  propor- 
tion to  the  population  ? 

And  now,  having  talked  about  the  boys  and 
girls  in  Chile,  we  are  going  to  learn  something 
about  those  in  her  sister  republic,  so  closely  re- 
lated to  her  in  history.  We  will  take  the  same 
route  as  did  San  Martin  and  cross  the  Andes, 
but  from  Chile  into  Argentina,  instead  of  from 
the  Argentine  into  Chile.  We  can  travel  by  rail- 
road, instead  of  on  foot  as  he  did. 

We  have  been  talking  about  ways  in  which  we 
might  help  Chile  and  Argentina,  but  just  here 
at  the  top  of  the  Uspallata  Pass,  the  one  over 
which  San  Martin  sent  his  smaller  division  to 
meet  the  royal  forces  waiting  for  them  on  the 
other  side,  we  find  a monument  by  wrhich  Chile 
and  Argentina  can  teach  the  whole  world  a les- 
son. In  1895  Argentina  and  Chile,  who  ought 
to  have  been  the  firmest  of  friends  after  their 
mutual  struggles  for  liberty,  got  into  a hot  dis- 
pute over  their  boundary-line,  which  was  sup- 
posed to  follow  the  crest  of  the  Andes.  The 
more  they  talked  about  the  valueless  land  in 
question  the  more  angry  they  became. 

“ We  will  maintain  our  rights,”  said  Chile. 


HELPING  IN  THE  REPUBLICS  52 

“ And  we  ours,”  replied  the  people  of  Argen- 
tina proudly,  and  they  began  building  battleships, 
although  all  the  time  they  were  thinking  with 
deep  regret  of  the  lives  a war  with  their  sister 
republic  would  cost. 

Chile,  watching  Argentina,  felt  compelled  to 
build  ships  too,  if  she  did  not  wish  to  be  defeated, 
although  her  people  groaned  at  the  thought  of 
the  heavy  debt  it  would  lay  upon  them. 

Finally,  some  one  suggested  the  wise  course  of 
submitting  the  dispute  to  a third  nation  for  de- 
cision. Both  Chile  and  Argentina  jumped  at  the 
chance  of  thus  avoiding  with  honor  a hateful  war 
between  brothers. 

Great  Britain  in  1902  suggested  a plan  which 
both  Chile  and  Argentina  felt  to  be  fair  and  just. 
Two  years  later,  to  commemorate  this  happy  de- 
cision by  which  the  people  of  the  sister  republics 
were  saved  so  much  misery,  an  immense  figure 
of  Christ,  the  Prince  of  Peace,  was  made  out  of 
the  cannon  of  both  countries,  and  placed  on  this 
lofty  gateway  between  the  two  nations,  facing 
toward  North  America.  At  the  base  is  a relief 
of  two  figures  with  arms  about  each  other,  repre- 
senting the  sister  republics,  while  below  is  printed 
the  inscription : “ Sooner  shall  these  mountains 
crumble  to  dust  than  the  people  of  Argentina  and 
Chile  break  the  peace  to  which  they  have  pledged 
themselves  at  the  feet  of  Christ  the  Redeemer.” 


58  LAND  OF  THE  GOLDEN  MAN 

How  San  Martin  would  have  rejoiced  at  such  a 
decision,  for  eighty  years  earlier  he  had  shown 
these  two  countries  which  he  loved  so  dearly  the 
way  to  such  a peace. 

Over  the  hundreds  of  miles  which  San  Martin 
passed  with  his  small  band  of  picked  followers 
from  Buenos  Aires  to  Mendoza,  we  can  travel 
now  on  a swift  train  and  arrive  at  the  capital  of 
the  Argentine  Republic  in  less  than  thirty-six 
hours. 

We  would  pass  through  very  few  towns  on 
our  way  to  the  capital,  for  families  on  the  vast 
ranches  live  widely  separated  from  one  another, 
and  the  cowboys,  of  course,  roam  the  great  plains. 
You  can  see  now  why  the  Argentine  Republic 
has  such  a hard  time  to  educate  its  boys  and 
girls.  There  are  seldom  enough  of  them  in  any 
one  place  to  establish  a school,  so  the  govern- 
ment has  tried  setting  up  portable  schoolhouses, 
which  can  be  moved  from  one  group  of  pupils 
to  another  every  few  months.  This  plan  is  not 
very  satisfactory,  and  many  never  learn  to  read 
and  write  at  all.  For  the  same  reason  you  can 
see  why  there  are  no  Sunday-schools  or  churches 
outside  of  a few  large  towns. 

One  fifth  of  all  the  Argentine’s  population  lives 
in  the  capital,  Buenos  Aires,  and  here  you  will 
find  a surprise,  if  you  have  been  thinking  the 
South  Americans  unprogressive.  This  is  the 


HELPING  IN  THE  REPUBLICS 


59 


largest  city  in  South  America,  and  the  largest 
Spanish-speaking  city  in  the  world,  for  Buenos 
Aires  long  ago  surpassed  any  city  in  population 
in  the  old  motherland  of  Spain.  Four  miles  of 
docks  border  the  city  on  the  La  Plata  river,  where 
you  will  see  ships  from  every  country  in  the 
world  being  loaded  and  unloaded.  Here  is  also 
a great  immigrant  receiving  station,  like  our 
Ellis  Island,  where  hundreds  of  thousands  of 
Italians,  Spaniards,  Russians,  and  Armenians 
enter  yearly,  for  South  America  is  still  a golden 
land  of  promise  to  many  in  the  old-world  , 
countries.  You  will  find  the  streets  of  Buenos: 
Aires  as  crowded  and  busy  as  those  in  New  York 
or  any  of  our  other  great  cities.  Large  steel- 
framed buildings  are  being  put  up,  a subway  has 
been  constructed,  and  of  course  there  are 
numerous  electric  railways  and  automobiles. 

Here  you  will  find  many  magnificent  public 
buildings,  among  them  the  finest  opera-house  in 
the  western  hemisphere,  and  the  most  splendid 
newspaper  office  in  the  world.  This  wonderful 
building  of  La  Prcnza  (La  Pran'-sa),  has  a beau- 
tiful concert  hall  and  a rare  suite  of  rooms  in 
which  the  nation’s  guests  are  sometimes  enter- 
tained by  the  paper.  Here  are  some  of  the  finest 
printing-presses  and  editorial  rooms  to  be  seen 
anywhere,  and  the  fortunate  employees  have  for 
their  own  use  a splendid  gymnasium  and  baths. 


6o 


LAND  OF  THE  GOLDEN  MAN 


Best  of  all,  there  are  dental  and  medical  rooms, 
with  the  most  up-to-date  equipment,  where  sub- 
scribers of  the  paper  may  be  treated  free  of 
charge.  La  Prenza  also  employs  lawyers  whom 
subscribers  may  consult  without  a fee.  You 
would  think  that  all  the  poor  people  in  the  Argen- 
tine who  could  read,  would  wish  to  subscribe  to 
La  Prenza,  and  certainly  every  Argentine  boy 
and  girl  must  be  very  proud  of  such  a great  news- 
paper. 

In  the  Plaza  San  Martin,  one  of  the  most 
beautiful  public  squares  of  any  city,  you  will 
recognize  the  splendid  bronze  statue  of  our  hero 
San  Martin,  which  represents  him  on  horseback, 
as  he  looked  at  the  moment  he  galloped  down  the 
hillside  to  aid  O’Higgins  at  the  battle  of 
Chacabuco. 

Probably  if  you  were  visiting  Buenos  Aires, 
you  would  wish  to  see  Palermo  Park,  which  the 
Argentinians  love  as  much  as  we  do  Central  Park 
in  New  York,  Fairmount  Park  in  Philadelphia, 
Lincoln  Park  in  Chicago,  or  Golden  Gate  Park 
in  San  Francisco.  There  you  would  enjoy  visit- 
ing the  Botanical  and  Zoological  Gardens.  In  the 
latter,  you  would  find  a large  collection  of  lions 
and  tigers. 

Do  they  need  our  help  in  this  largest  of  South 
American  cities?  Unfortunately,  underneath  all 
the  bustle  and  progress  of  this  great  city,  there 


HELPING  IN  THE  REPUBLICS  61 

is  very  much  wickedness.  There  is  wickedness 
too  of  many  kinds  in  our  own  great  cities,  but 
we  have  many  more  ways  by  which  we  can 
battle  against  it, — churches,  charitable  societies, 
societies  to  prevent  cruelty  to  children,  and  to  pro- 
tect animals,  temperance  societies,  officers  who  see 
that  our  boys  and  girls  have  only  the  right  amuse- 
ments, and  many  Christian  Associations.  This 
great  city  has  only  begun  to  use  two  or  three  of 
these  ways  of  stopping  its  evil. 

The  Sunday-schools  that  have  been  started  by 
our  missionaries,  and  the  South  American  Mis- 
sionary Society  of  England,  have  not  all  the 
Sunday-school  equipment  that  we  have,  but 
usually  are  compelled  to  meet  in  their  church 
room,  and  have  not  the  pictures,  the  maps,  the 
books,  and  the  blackboards  which  we  use. 

In  1868  the  president  of  Argentina  asked  one 
of  our  missionaries  to  help  his  country  by  select- 
ing good  American  teachers  to  assist  in  the  train- 
ing of  teachers  for  the  Argentine  children,  and 
we  ought  to  feel  very  proud  to  think  that  our 
country  could  help  in  forming  the  school  system 
of  a great  republic  like  Argentina.  Five  thousand 
six  hundred  of  the  poor  children  of  Buenos  Aires 
who  could  not  go  to  school  otherwise,  and  who 
never  see  a Bible  in  their  homes,  are  taught  to 
read  and  write,  and  use  the  New  Testament  as 
one  of  their  text-books.  The  people  are  eager  to 


62 


LAND  OF  THE  GOLDEN  MAN 


send  their  children  to  these  schools  because  they 
become  truthful  and  better  boys  and  girls  by 
doing  so.  If  you  should  visit  one  of  our  mission 
schools  in  the  Argentine  you  would  find  it  dif- 
ferent from  those  in  Colombia.  You  would  see 
here  the  very  same  kind  of  desk  which  you  sit 
before  at  school,  for  desks  like  our  own  are  sent 
all  the  way  down  from  our  country  to  the  boys 
and  girls  in  the  Argentine.  Many  other  things 
in  the  room  there  would  remind  you  of  school 
at  home. 

However,  if  you  visited  Argentina  during  your 
vacation  in  July  or  August  you  would  find  the 
boys  and  girls,  like  their  cousins  in  Chile,  hard 
at  work,  for  these  are  winter  months’  south  of 
the  Tropic  of  Capricorn,  while  in  November, 
December,  and  January,  when  you  are  having 
your  Christmas  holidays,  they  are  enjoying  their 
long  summer  vacation. 

In  Asuncion,  too,  the  capital  of  Paraguay,  you 
will  find  boys  and  girls  studying  in  the  schools 
and  Sunday-schools  with  which  our  people  are 
helping  them.  Eastward  across  the  river  from 
Buenos  Aires  is  the  city  of  Montevideo,  the  capi- 
tal of  Uruguay,  one  of  the  most  beautiful  cities 
in  the  world,  and  as  progressive  as  Buenos  Aires. 
Here  you  will  see  other  high  schools  for  boys 
and  girls,  with  more  than  two  hundred  students, 


HELPING  IN  THE  REPUBLICS  63 

and  Sunday-schools  with  more  than  six  hundred 
pupils. 

You  see,  from  this  chapter,  that  when  we  think 
of  South  America,  we  must  remember  not  only 
the  millions  of  Indians  and  the  small  towns  of 
the  white  people  and  the  mestizos,  or  people  of 
mixed  blood,  but  also  of  the  needs  of  the  large 
progressive  cities,  like  Buenos  Aires,  Montevideo, 
Valparaiso,  Santiago,  the  third  largest  city  in 
South  America,  and  the  great  cities  of  Brazil,  of 
which  we  will  speak  later.  For  even  in  these 
progressive  cities  there  is  great  need  of  our  help. 


\ 


CHAPTER  VII 


THE  STORY  OF  BRAZIL 

Did  you  ever  know  that  the  biggest  republic 
in  South  America  had  once  been  governed  by 
a little  boy  six  years  old? 

All  our  previous  stories  have  been  about 
lands  in  South  America  which  belonged  to  Spain. 
Brazil  belonged  to  Portugal,  for,  besides  the  de- 
cree of  the  pope  already  mentioned,  by  which 
Portugal  might  claim  this  country,  the  first  man 
to  report  its  discovery  in  1500  was  a Portuguese 
captain  named  Cabral  (Ca-bral').  By  the  order 
of  the  Portuguese  sovereign,  another  explorer, 
Amerigo  Vespucci  (A-ma-re'-go  Vas-poo'-che), 
voyaged  along  the  coast  and  searched  for  gold 
and  silver.  A kind  of  red  dye-wood,  called 
brazil-wood,  however,  was  the  only  thing  of 
value  he  or  any  other  explorer  could  find,  and  it 
looked  as  if  the  Portuguese  king  had  not  won  a 
very  valuable  prize.  Everybody  referred  to  the 
new  land  as  brazil-wood  land,  and  finally  just 
as  “ Brazil.” 

Portugal,  like  Spain,  made  laws  forbidding 
her  colony  to  trade  with  any  land  other  than  the 

65 


66  LAND  OF  THE  GOLDEN  MAN 

mother  country,  but  she  could  not  always  enforce 
them.  So  Brazil  slyly  sold  supplies  to  France, 
to  England,  and  to  the  Spanish  colonies  in  South 
America.  She  too,  like  the  Spanish  colonies,  be- 
came restless  with  the  new  ideas  of  liberty 
which  began  to  circulate  in  the  early  nineteenth 
century.  But  just  before  San  Martin  and  Bolivar 
began  their  work  for  the  liberation  of  the  Spanish 
colonies,  in  1808  a thing  happened  which  made 
Brazil’s  history  different  from  that  of  any  other 
country  in  South  America.  The  royal  family 
of  Portugal,  together  with  many  of  the  nobility, 
fled  from  Portugal  to  Brazil,  because  France  had 
gained  possession  of  their  country.  Thus  the 
motherland  had  come  to  Brazil,  and  Brazil,  the 
daughter,  received  her  kindly.  Now  Brazil 
gained  all  the  advantages  that  Portugal  had  en- 
joyed, and  no  longer  thought  of  revolting.  Her 
ports  were  opened  to  all  nations,  newspapers  were 
started,  schools  and  a medical  college  opened,  and 
foreigners  welcomed.  Our  country  and  other 
countries  sent  representatives  to  the  court  at 
Rio  de  Janeiro,  and  altogether  Brazil  became  a 
real  country  by  herself. 

Soon,  however,  Brazil  found  that  it  was  not 
a pleasant  thing  to  have  to  support  the  idle,  ex- 
travagant court,  and  to  be  governed  by  a king 
who  could  do  exactly  as  he  pleased.  The 
Brazilians  demanded  a constitution,  which  would 


STORY  OF  BRAZIL 


67 


give  them  certain  rights,  such  as  we  have.  Just 
in  the  midst  of  this  excitement,  when  Prince  John 
who  was  acting  as  king  began  to  fear  for  his  life, 
Portugal  sent  for  him  to  come  home,  for  the 
enemy’s  armies  had  withdrawn  from  her  soil. 
The  king  felt  that  it  would  be  safer  to  go,  but  his 
eldest  son,  Dom  Pedro,  promised  that  he  would 
remain  in  Brazil  and  become  their  ruler  inde- 
pendent of  his  father,  since  the  people  feared  that 
once  King  John  was  at  home  he  would  begin  to 
make  very  oppressive  laws  against  them.  Great 
was  the  rejoicing  in  Brazil  when  on  the  12th  of 
October,  1822,  the  young  Dom  Pedro  was 
crowned  first  Emperor  of  Brazil.  Within  less 
than  a year,  not  a Portuguese  soldier  remained 
in  the  young,  independent  empire  of  Brazil. 

At  first  the  emperor  was  very  popular,  for  he 
was  daring  and  brave  and  talked  a great  deal 
about  liberty.  The  people,  however,  soon  began 
to  find  out  that,  although  their  emperor  talked 
a great  deal  about  the  rights  of  his  people,  he  did 
very  little  to  secure  them,  and  always  favored 
those  who  like  himself  had  been  bom  in  Portugal. 
The  Brazilians  began  to  tire  of  him,  and  as  he 
was  not  a good  man  in  his  personal  life,  they 
ceased  after  a while  even  to  respect  him.  The 
emperor’s  father,  King  John  of  Portugal  had 
died,  and  Dom  Pedro  could  rightly  claim  the 
throne,  so  in  less  than  ten  years  after  the  hopeful 


68 


LAND  OF  THE  GOLDEN  MAN 


Brazilians  had  proclaimed  him  emperor,  Dom 
Pedro  slipped  out  of  the  country,  which  had 
ceased  to  love  him,  and  left  his  little  six-year-old 
boy,  Dom  Pedro  II  behind  as  emperor  of  the 
great  country  of  Brazil. 

Of  course  a little  six-year-old  boy  could 
not  govern  a great  empire  like  Brazil — larger 
than  the  United  States,  so  various  prominent 
men  of  Brazil  became  his  guardians  and 
ministers,  and  acted  for  him.  However,  Brazil 
had  not  been  trained  any  better  than  the  Spanish 
colonies  to  govern  herself.  The  ministers  could 
not  agree,  and  quarreled  for  almost  nine  years 
among  themselves.  You  can  imagine  how 
distracted  the  poor  country  became,  and  how  ill- 
governed  it  was.  At  last  even  the  ministers 
began  to  despair,  and  in  their  distress  went  in 
a body  before  the  boy  emperor  and  begged  him 
to  govern  the  country  himself  and  settle  their 
disputes. 

The  slender  boy  listened  gravely  to  the  plead- 
ings of  these  old  men,  and  then  with  dignity 
consented,  at  fifteen,  to  take  upon  his  young 
shoulders  the  burden  of  governing  that  great 
country.  The  people  of  Brazil  went  wild  with  joy 
when  they  heard  the  news,  and  Congress  met  in  a 
special  session  to  proclaim  the  boy-emperor  of 
age.  There  was  no  more  time  now  for  boyish 
games  and  amusements.  All  day  Dom  Pedro 


BANANA  TREES 

Many  thousand  bunches  of  bananas  are  sent  from  Colombia  each 
month.  The  tree  bears  but  once  and  grows  to  full  size  in  less  than 
one  year. 


STORY  OF  BRAZIL 


69 


studied  and  read,  or  held  long  conferences  with 
his  ministers,  or  thought  over  their  plans  for  the 
well-being  of  his  country. 

Dom  Pedro  grew  up  to  be  a good  man,  not  at 
all  like  his  father  Dom  Pedro  I,  and  tried  to 
govern  the  country  for  the  good  of  the  people 
all  through  his  long  reign.  There  were  many 
difficulties,  however,  and  at  last,  when  Dom 
Pedro  was  old,  the  people  began  to  feel  that 
Brazil  would  succeed  better  as  a republic  than  as 
an  empire.  The  old  emperor  himself  had  helped 
to  strengthen  the  republican  principles,  and  when 
the  question  of  the  ending  of  slavery  came  up  in 
1888,  for  slavery  still  existed  in  Brazil  twenty- 
five  years  after  it  had  ceased  in  our  country,  he 
and  his  only  child,  the  Princess  Isabel,  used  all 
their  influence  to  have  it  ended,  although  such  a 
course  was  sure  to  help  the  triumph  of  the  repub- 
lican leaders.  Slavery  was  finally  abolished  by 
vote,  not  by  bloodshed  as  in  our  country.  The  next 
year  republican  ideas  gained  such  ground  that 
Brazil  was  declared  a republic;  then  the  feeble 
old  emperor  and  his  family  quietly  boarded  a ship 
one  night  and  left  the  country  forever.  The 
good  emperor  must  have  felt  very  sad  to  leave 
his  native  land,  but,  like  San  Martin  in  his 
country,  he  put  the  welfare  of  Brazil  first,  and 
never  shed  a drop  of  blood  to  try  to  maintain 
his  position. 


70  LAND  OF  THE  GOLDEN  MAN 

We  must  not  think  of  Brazil  only  as  a land  of 
great  plains,  tropical  wildernesses,  mighty  rivers, 
and  wild,  unexplored  tracts;  we  must  remember 
its  great  cities.  Rio  de  Janeiro,  which  means 
“ The  River  of  January,”  because  the  bay  on 
which  the  city  is  built  was  first  seen  by  Vespucci 
in  the  month  of  January,  is,  next  to  Buenos  Aires, 
the  largest  city  in  South  America,  and  one  of 
the  most  beautiful  cities  in  the  world.  It  is  very 
progressive,  and  has  all  the  modern  improve- 
ments. There  are  many  palm-lined  streets  of 
beautiful  homes,  and  at  the  rear  of  the  city  is  a 
wonderful  botanical  garden  containing  splendid 
groves  of  palm,  bamboo,  and  every  variety  of 
tropical  tree  and  plant.  Para  in  the  north  is  the 
great  center  for  the  exportation  of  raw  rubber; 
Pernambuco  and  Bahia  export  sugar  and  cotton. 
All  are  large,  old  cities,  while  Sao  Paulo  in  the 
south  is  of  particular  interest  to  us  besides  being 
with  Santos,  its  port,  the  great  center  of  the 
coffee  trade. 

Brazil,  like  the  Spanish  republics,  has  suffered 
from  a lack  of  good  schools  and  the  Bible. 
Eighty-five  out  of  every  hundred  of  her  people 
cannot  read  or  write  because  in  considering  her 
population,  all  the  thousands  of  Indians  in  the 
great  valley  of  the  Amazon  must  be  included,  and 
they  have  no  schools  at  all.  When  the  American 
and  English  Bible  Society  men  first  traveled 


STORY  OF  BRAZIL 


7i 


about  the  land,  selling  Bibles,  they  found  many 
people  who  had  never  seen  the  book  before. 
Many  of  them  at  first  did  not  welcome  the  Bible 
because  they  thought  it  must  be  an  evil  book,  and 
the  Bible  sellers  went  through  many  perils  and 
exciting  adventures  in  consequence,  sometimes 
barely  escaping  with  their  lives.  Now  the  people 
of  Brazil  have  a much  more  friendly  attitude 
toward  Christian  teachers. 

The  United  States  uses  more  of  the  rich  prod- 
ucts of  Brazil  than  any  other  country,  although 
we  cannot  supply  her  needs  nearly  as  well  as  can 
Great  Britain  or  Germany.  You  see  therefore, 
it  is  not  an  even  exchange  of  helpfulness,  and 
we  ought  to  give  something  to  boot. 

Many  of  the  missionary  societies  in  our  land 
are  now  doing  their  part  to  share  with  our  neigh- 
bors, and  are  helping  Brazil  with  schools  and 
churches.  Perhaps  some  of  you  boys  and  girls 
have  fathers  or  big  brothers  who  have  studied 
at  the  College  of  the  City  of  New  York.  If 
so,  you  ought  to  be  specially  interested  in  Brazil, 
for  this  university  has  a close  connection  with 
that  country,  for  to  Mackenzie  College,  in  Sao 
Paulo,  Brazil,  it  has  given  a charter,  and  the 
Educational  Board  of  our  state  of  New  York 
outlines  its  courses.  This  splendid  college  has 
a Christian  missionary  for  president.  Many 
of  the  finest  boys  and  girls,  young  men  and 


72 


LAND  OF  THE  GOLDEN  MAN 


young  women  of  Brazil  study  in  this  school, 
which  is  half  high  school  and  half  college,  and 
are  very  proud  of  the  education  they  get  there. 
The  Brazilian  government,  too,  considers  this  a 
splendid  gift  from  our  country,  and  helps  the 
college  in  every  way. 

If  you  were  visiting  Sao  Paulo,  however,  you 
would  be  most  interested  in  the  American  school, 
which  is  really  part  of  Mackenzie  college.  It  is 
in  this  fine,  big  school,  about  a mile  and  a half 
from  the  college,  that  490  boys  and  girls  of  your 
age  and  younger  are  prepared  for  Mackenzie. 
They  love  fun  just  as  much  as  you  do,  and  are 
very  proud  this  year  over  the  organization  of  their 
first  Boy  Scout  troop.  If  you  were  actually  visit- 
ing their  school,  many  of  these  boys  and  girls 
might  talk  to  you  in  English,  while  very  few  of 
you  could  talk  to  them  in  Portuguese.  They  are 
supposed  to  be  able  to  speak  several  languages 
besides  their  own  by  the  time  they  are  ready  to 
graduate  from  high  school.  The  boys  and  girls 
of  the  American  school  must  pass  in  arithmetic, 
English,  French,  Portuguese,  geography,  and 
history  before  they  can  enter  the  first  high  school 
year  at  Mackenzie.  We  must  remember  that 
in  Brazil  too,  the  seasons  are  the  opposite 
of  ours,  so  boys  and  girls  in  the  American  school 
begin  work  after  their  summer  vacation,  on 
January  31st. 


STORY  OF  BRAZIL 


Brazil,  with  her  great  coffee  crop,  her  valuable 
rubber  which  is  the  finest  in  the  world,  her  gold 
and  diamonds,  spices  and  beautiful  woods,  her 
mighty  rivers  filled  with  fish  enough  to  feed  all 
the  cities  of  Europe,  has  made  the  nations  to 
whom  she  sends  these  valuable  products  her 
debtors.  They  pay  for  them  of  course  with 
money,  but  if  Brazil  did  not  offer  these  supplies 
for  their  needs  all  the  money  in  the  world  could 
not  buy  them.  Brazil  does  not  need  other  nations 
yet  to  maintain  her  life  as  much  as  they  need  her. 
When  we  think  of  the  thousands  of  Indians  in 
the  great  central  part  of  the  country,  who  have 
never  had  any  one  at  all  to  tell  them  of  God,  of 
the  thousands  of  Negroes  who  still  worship  as 
they  did  in  Africa  before  they  were  brought  as 
slaves  to  Brazil,  and  of  the  many  white  boys 
and  girls  who  do  not  know  about  the  Bible  and 
to  whom  the  country  cannot  yet  give  schools 
enough,  we  know  that  Brazil  needs  us  even  more 
than  we  need  her,  and  if  we  are  really  grateful  to 
her,  we  will  be  glad  to  share  with  this  great 
republic,  our  teachers,  our  Sunday-schools,  and 
best  of  all,  our  Bible. 


CHAPTER  VIII 


CAPTAIN  GARDINER 

We  have  had  stories  of  brave  generals,  of 
emperors,  and  of  Indian  princes;  this  is  the  story 
of  a brave  sea-captain.  Captain  Allen  F.  Gardi- 
ner was  born  in  England,  June  28,  1794,  and 
when  only  a small  boy  made  up  his  mind  that 
he  wished  to  be  a sea-captain  and  visit  strange 
countries.  One  night  his  mother  finding  him 
asleep  on  the  floor  instead  of  in  his  bed  asked, 
“Why  are  you  lying  there?”  “Because  some 
day  I am  going  to  be  a sea-captain  and  explore 
strange  lands,  so  I must  get  used  to  hardships 
right  away,”  was  the  reply. 

Allen  Gardiner  held  to  his  resolve,  graduated 
from  a naval  school,  and  became  a midshipman 
when  only  sixteen  years  old.  He  was  so  brave 
and  trustworthy,  that  four  years  later  he  was 
promoted  to  be  a lieutenant,  and  finally  reached 
his  goal  and  became  a captain. 

Some  of  Captain  Gardiner’s  early  voyages 
took  him  around  Cape  Horn,  the  most  southern 
point  of  South  America,  to  Chile,  the  islands  of 
the  Pacific,  to  Africa,  and  other  lands.  Then  he 


75 


76 


LAND  OF  THE  GOLDEN  MAN 


began  to  think  about  becoming  a minister.  He 
asked  God  to  direct  him,  and  finally  decided 
that  perhaps  he  could  serve  him  best  by  being 
a missionary.  At  first  he  went  to  Africa  among 
the  Zulus,  and  established  a mission  station  for 
them.  Then  he  tried  to  work  for  the  people  of 
the  Indian  islands,  but  could  not  gain  permission 
to  do  so.  At  last,  since  he  had  always  been  think- 
ing of  the  needs  of  the  Indians  of  South  America, 
and  especially  of  the  brave  Araucanians,  whom 
the  Spaniards  could  never  conquer,  he  went  to 
South  America,  followed  the  track  of  San  Martin 
from  Buenos  Aires  to  Mendoza,  and  crossed  the 
Andes  into  the  country  of  the  Araucanians. 

Captain  Gardiner  took  with  him  his  wife  and 
children,  and  in  spite  of  many  discomforts,  with 
sometimes  little  food,  and  then  not  that  which  a 
boy  or  girl  would  care  to  eat,  the  children  had 
a merry  time  riding  in  queer  ox-carts  or  on  horse- 
back, sleeping  out  under  the  stars,  searching  for 
game,  or  tramping  through  the  wild  passes  of 
the  Andes,  where  perhaps  an  English  boy  and 
girl  had  never  gone  before.  However  weary  they 
might  be  at  night,  or  however  uncomfortable  the 
wind  and  rain,  their  father  always  had  a cheerful 
story  to  tell  them  to  make  them  forget  the  hard- 
ship. 

Captain  Gardiner  visited  many  chiefs  in  Chile, 
but  no  one  of  them  would  allow  him  to  live 


CAPTAIN  GARDINER 


77 


among  his  tribe,  for  they  had  suffered  so  much 
from  white  men  that  now  they  would  not  permit 
one  to  settle  among  them.  Finally  he  had  to 
give  up  for  the  time  being  the  idea  of  teaching 
them.  He  went  to  the  Falkland  Islands,  which 
belong  to  Great  Britain.  From  there  he  thought 
to  reach  and  teach  the  people  of  Patagonia,  and 
the  savage  Indians  of  Tierra  del  Fuego. 

This  last  name  was  given  by  Magellan  to  the 
extreme  southern  part  of  South  America,  and 
means  “ Land  of  Fire,”  because,  as  is  supposed, 
the  explorer  saw  everywhere  the  fires  or  burning 
brands  which  the  Indians  never  allowed  to  go  out. 
Fire  was  a very  precious  thing  to  these  almost 
naked  people  in  a land  where  it  is  always  cold 
and  stormy. 

The  Patagonians  were  fine,  tall  Indians,  some 
of  them  six  feet  seven  inches  in  height,  and  intel- 
ligent. The  Indians  of  the  bleak,  storm-swept 
islands  of  Tierra  del  Fuego  were  short,  ill- 
proportioned  people,  who  lived  largely  on  fish 
and  mussels,  and  during  the  brief  summer,  on 
wild  mushrooms,  celery,  and  berries.  They  did 
not  worship  any  god  at  all,  in  fact  did  not  have 
that  word  in  their  language,  and  were  very  cruel, 
usually  killing  all  the  sailors  shipwrecked  on  their 
shores.  You  would  not  think  that  any  one  could 
love  such  people,  yet  to  Captain  Gardiner  they 
were  golden  men  worth  all  the  danger  and  hard- 


78  LAND  OF  THE  GOLDEN  MAN 

ship  it  would  cost  to  live  among  them  and 
patiently  teach  them  day  after  day  cleaner  and 
more  comfortable  ways  of  living,  and  above  all 
to  make  them  realize  that  God  loved  them,  and 
wished  them  to  be  kind,  honest  men,  instead  of 
thieves  and  murderers. 

Finally,  after  Captain  Gardiner  had  gone  well 
over  the  ground,  he  returned  to  England  to  try 
to  interest  the  missionary  societies  there  to  take 
up  this  hard  new  work  in  South  America.  They, 
however,  thought  they  had  enough  to  do  already, 
and  could  not  undertake  any  more;  so  in  1844, 
Captain  Gardiner,  by  his  enthusiasm,  his  determi- 
nation, and  his  promise  to  help  largely  with  his 
own  money,  succeeded  in  founding  a brand  new 
society  called  “ The  South  American  Missionary 
Society,”  and  returned  full  of  hope  to  Patagonia 
where  he  thought  he  had  won  the  friendship  of 
one  of  the  chiefs  of  that  land.  Unfortunately, 
however,  he  found  on  his  return  that,  during  the 
three  years  he  had  been  absent  in  England,  this 
chief  and  his  tribe  had  come  in  contact  with  evil 
men  in  a white  settlement,  and  through  drink  had 
lost  most  of  their  horses,  become  very  poor,  and 
no  longer  were  ready  to  receive  him.  One  more 
door  closed  in  the  face  of  the  brave  captain,  but 
still  nothing  could  discourage  him. 

The  society  in  England  now  thought  there  was 
no  use  in  trying  any  more.  The  Yahgans  of 


CAPTAIN  GARDINER 


79 


Tierra  del  Fuego  seemed  hardly  worth  saving, 
and  they  could  not  get  permission  to  help  any  one 
else  in  South  America.  The  boy  who  had  slept 
on  the  hard  floor  because  he  wanted  to  learn  to 
endure  suffering,  as  a man  would  not  be  defeated. 
With  flashing  eyes  he  faced  the  men  of  the  society, 
saying  of  the  Indians,  “ They  have  a right  to  be 
instructed  in  the  gospel  of  Christ.  While  God 
gives  me  strength,  failure  shall  not  daunt  me.” 
Even  if  the  society  broke  up,  still  he  declared  he 
would  go  on  alone,  and  find  some  way  to  help 
South  America. 

Once  more  Captain  Gardiner  set  out,  this  time 
with  a young  Spanish  Protestant,  to  search  again 
through  the  central  part  of  Argentina  and  Para- 
guay up  into  Bolivia,  to  see  if  in  some  way, 
which  he  might  have  overlooked  before,  the 
many  thousands  of  Indians  in  this  central  district 
called  the  Gran  Chaco  which  means  the  great 
Hunting  Grounds,  could  be  helped.  He  found  no 
open  door.  Owing  to  the  hardships  they  had 
endured  he  and  his  friend  became  very  ill,  and  it 
seemed  as  if  the  brave  captain  would  never  rise 
from  his  bed  again.  Still  he  did  not  think  of 
giving  up,  and  when  well  once  more,  petitioned 
the  government  of  Bolivia  to  allow  him  to  preach 
to  the  thousands  of  untaught  Indians  in  that  land. 
For  a time  the  government  seemed  very  friendly, 
but  before  Captain  Gardiner  could  begin  his 


8o 


LAND  OF  THE  GOLDEN  MAN 


work,  there  was  a revolution  in  the  republic, 
and  all  hope  of  a mission  ended. 

You  see  there  were  just  the  poor  Yahgans 
of  the  “ Land  of  Fire  ” left.  No  one  considered 
these  miserable  savages  in  a barren  wind-swept 
waste  worth  bothering  about  in  any  way.  After 
another  unlucky  attempt  to  reach  them,  Captain 
Gardiner  thought  that  he  had  at  last  found  the 
best  way.  The  home  society  after  long  debate, 
gave  him  two  small  mission  boats.  A young 
physician  and  a young  man  from  the  London 
Young  Men’s  Christian  Association  promised  to 
go  with  him.  A ship’s  carpenter  and  three  sturdy 
Cornish  fishermen  also  voluntered. 

The  little  party  reached  Picton  Island,  a very 
small  island  just  south  of  the  big  island  of  Tierra 
del  Fuego,  December  5,  1850,  with  supplies 
enough  to  last  them  for  six  months.  As  soon  as 
the  big  ship  which  had  brought  them  sailed  away, 
one  misfortune  after  another  came  to  them. 
First  the  mission  boats  proved  unsea  worthy,  so 
that  they  could  not  carry  out  their  plan  of  visiting 
a friendly  native  who  spoke  English,  and  get  his 
help;  then  the  Yahgans,  who  crowded  about 
them  at  Banner  Cove,  proved  so  dishonest  that 
they  could  not  camp  among  them,  and  indeed  the 
party  might  have  been  murdered  for  their  pos- 
sessions had  they  stayed  there.  Heavy  storms 
swept  in  from  the  sea,  so  that  finally  the  two 


CAPTAIN  GARDINER 


81 


helpless  little  mission  boats  had  to  put  into  a 
sheltered  cove  on  the  southeastern  shore  of 
Tierra  del  Fuego,  called  Spaniard  Harbor,  where 
they  would  be  safe  from  both  storms  and  natives. 
But  even  here  one  of  their  little  boats  was  driven 
on  the  shore  and  wrecked  by  the  high  waves. 

Once  they  returned  to  Banner  Cove  for  provi- 
sions, where  the  Indians  met  them  evidently  pre- 
pared to  kill  them.  Although  Gardiner  and  his 
men  had  guns,  they  would  not  use  them,  but 
instead  knelt  on  the  shore  before  the  Indians  and 
prayed.  The  Yahgans  looked  at  the  white  men 
with  astonishment,  lowered  their  weapons,  and 
allowed  the  little  party  to  go  on  unharmed. 

There  was  nothing  now  for  the  seven  brave 
men  to  do  but  to  wait  patiently  for  some  big  ship 
to  come  to  their  rescue.  Gradually  the  provi- 
sions failed,  the  gunpowder  was  all  gone,  the 
ice  swept  their  fish-net  away,  and  the  winter 
storms  set  in,  in  June.  For  a time  they  lived 
cheerfully  on  what  wild  celery  they  could  find,  and 
the  mussels  they  could  dig,  while  they  waited  for 
the  ship  that  never  came. 

We  know  now  all  about  these  brave  last  days 
of  the  little  party,  for  Captain  Gardiner  kept  a 
diary.  When  he  found  that  no  ship  could  pos- 
sibly reach  him  in  time  to  save  his  life,  and  most 
of  his  loyal  comrades  were  dead,  he  wrote  a 
splendid  farewell  letter  to  his  boy,  telling  him 


82  LAND  OF  THE  GOLDEN  MAN 

that  some  day  he  hoped  he  too  would  be  a mis- 
sionary and  come  to  South  America.  He  re- 
minded him  of  the  courageous  Araucanians, 
whom  he  had  loved  so  long,  and  said  it  would  be 
a fine  thing  if  his  son  could  carry  them  the  mes- 
sage, since  he  had  not  been  permitted  to  do  so. 

Those  last  days  were  busy  days  for  Captain 
Gardiner,  for  he  was  constantly  thinking  and 
planning  for  his  beloved  Indians.  Not  only  did 
he  remember  the  Araucanians  in  Chile,  he 
planned  also  for  the  murderous  Yahgans  about 
him,  and  wrote  a letter  to  the  South  American 
Missionary  Society  telling  just  how,  profiting  by 
his  mistakes,  some  one  else  could  accomplish  his 
purpose  for  them.  Then,  too,  for  hours  at  a time, 
when  he  was  too  weak  to  move,  he  lay  in  the 
little  broken  boat  on  the  shore  thinking  of  the 
many  tribes  in  the  great  central  Chaco,  which  he 
had  seen,  but  had  not  been  able  to  teach.  He 
imagined  their  many  chiefs  standing  before  him, 
and  dreamed  what  he  would  say  to  them  if  he 
could  only  talk  to  them.  Taking  his  pencil  and 
paper,  he  wrote  a beautiful  letter  to  these  Toba 
chiefs  as  he  called  them.  We  have  this  letter 
and  the  others,  together  with  his  diary,  because 
one  month  after  Captain  Gardiner  had  peacefully 
fallen  into  his  last  sleep  on  the  sandy  beach  in 
Spaniard  Harbor,  a ship  did  come  and  later  an- 
other. There  was  a beautiful  burial  service  for 


CAPTAIN  GARDINER  83 

these  seven  brave  missionaries,  and  all  their 
papers  and  letters  were  taken  home  to. England. 

Have  you  ever  thought  how  incomplete  the 
story  of  Jesus  would  be  if  we  stopped  with  the 
laying  of  his  body  in  the  tomb  in  the  garden  of 
Calvary?  In  the  same  way  the  story  of  Captain 
Allen  Gardiner  does  not  end  with  the  tender 
burial  of  his  body  by  the  sailors  from  the  rescue 
ship,  with  the  solemn  booming  over  the  water  of 
the  ship’s  guns  in  last  salute,  and  the  lowering 
of  the  British  flag  to  half-mast  in  honor  of  his 
splendid  life.  We  must  say,  “ And  what  next?  ” 
There  is  everything  next,  for  all  the  good  and 
beautiful  things  of  which  Captain  Gardiner 
dreamed  and  for  which  he  worked,  and  with  such 
gladness  gave  his  life,  came  true. 

When  the  South  American  Missionary  Society 
heard  of  the  death  of  Captain  Gardiner  and  all 
his  party,  they  were  at  first  discouraged,  but 
their  determined  Secretary  published  this  state- 
ment, which  rang  through  England:  “With 
God’s  help  the  mission  shall  be  maintained.” 
Three  years  later  a big  ship,  named  the  Allen 
Gardiner,  with  a large  missionary  party  aboard, 
set  out  for  the  “ Land  of  Fire,”  and  work  was 
begun  in  earnest  for  the  Indians  of  Tierra  del 
Fuego.  In  spite  of  all  difficulties  they  followed 
carefully  the  plans  of  Captain  Gardiner.  Other 
heroes,  too,  died  for  the  Yahgans  before  they 


84 


LAND  OF  THE  GOLDEN  MAN 


could  be  won,  but  still  the  work  went  triumphantly 
forward.  The  patient  missionaries  translated 
into  the  Yahgan  tongue  the  gospels  of  St.  Luke 
and  St.  John  and  the  Acts  of  the  Apostles. 

Then  all  the  world  began  to  wonder  at  the 
result.  It  no  longer  meant  certain  death  to 
sailors  to  be  wrecked  on  the  bleak  shores  of 
Tierra  del  Fuego,  for  now  the  Indians  cared  for 
and  helped  them.  At  Tekenika  (Ta-ken-e'-ka) 
on  Hoste  (Hos'-ta)  Island,  stands  the  most 
southerly  church  in  the  world.  Here  also  is 
a school  and  orphanage  for  the  Yahgans.  All 
through  the  “ Land  of  Fire  ” there  are  Christian 
homes  now,  and  Christian  Yahgan  boys  and  girls. 
Farther  north  on  the  River  Negro  in  Patagonia, 
at  Patagones  (Pa-ta-go-nas),  is  a mission  for 
the  tall  Indians  whom  Captain  Gardiner  had 
wished  so  much  to  teach. 

Allen  W.  Gardiner,  the  son  to  whom  Captain 
Gardiner  wrote  during  those  last  days  at  Span- 
iard Harbor,  did  become  a missionary,  when  he 
was  a man,  and  went  to  Chile,  where  he  made 
friends  with  one  of  the  Araucanian  chiefs. 

On  the  fiftieth  anniversary  of  the  founding  of 
the  South  American  Missionary  Society  by 
Captain  Allen  Gardiner,  a great  jubilee  was  held 
in  England,  and,  as  the  people’s  special  offering 
of  thanks,  gifts  were  made  for  a large,  well- 
equipped  mission  to  the  Araucanians,  for  the  door 


CAPTAIN  GARDINER 


85 


now  stood  wide  open.  And  who  do  you  think 
was  the  special  jubilee  missionary  to  be  chosen  to 
go  to  these  brave  Indians  whom  Captain  Gardiner 
admired  so  much?  It  was  Captain  Gardiner’s 
own  grandson,  Dr.  William  Reade  Gardiner.  If 
the  heroic  missionary  could  only  have  seen  into 
the  future,  as  he  lay  in  his  little  boat  at  Spaniard 
Harbor,  how  happy  he  would  have  been. 

Dr.  Gardiner  died  soon  after  arriving  in  Chile, 
but  the  work  went  splendidly  forward,  and  we 
know  now  all  about  the  industrial  schools,  the 
churches,  and  the  Sunday-schools  which  the 
Society  has  established  among  Captain  Gardiner’s 
chosen  people. 

Up  in  Bolivia,  too,  where  the  Captain  asked  the 
government  to  allow  him  to  preach  to  the  Qui- 
chuas,  there  are  schools  for  the  Indians. 

Best  of  all,  the  great  Toba  chiefs,  to  whom  Cap- 
tain Gardiner  wrote  as  he  was  dying,  are  hearing 
the  message  which  he  sent  to  them.  Long  have 
these  Toba  people  told  the  story  from  father  to 
son,  that  some  day  men  would  come  to  them  to 
guide  them  in  knowledge,  and  be  a blessing  to 
their  race.  At  last  the  long  expected  men  have 
come.  In  the  great  Hunting  Grounds  of  Para- 
guay, that  little  republic  in  the  heart  of  the  con- 
tinent, which  has  had  so  many  wars,  and  is  more 
an  Indian  republic  than  any  other  in  South 
America,  a brave  missionary  named  Barbrooke 


86 


LAND  OF  THE  GOLDEN  MAN 


Grubb  began  his  work.  For  seven  years  he  lived 
among  these  wandering  people,  eating,  sleeping, 
hunting  and  tramping  as  they  did,  till  he  learned 
their  language  and  customs,  and  made  them  love 
and  respect  him.  Now  there  are  a number  of 
missionaries  among  them,  they  have  Christian  vil- 
lages, a large  church,  which  they  built  themselves, 
and  schools.  There  the  boys  and  girls  for  whom 
there  are  more  difficulties  in  becoming  true 
Christians  than  there  are  for  us,  are  growing  up 
to  be  teachers  and  preachers  among  their  own 
people.  Gradually  the  Christian  influence  is 
spreading  farther  and  farther  among  these  wan- 
dering thousands  of  Indians  in  the  great  Chaco, 
till  some  day  it  will  reach  the  mountains. 

Thus,  to  the  Araucanians,  to  the  Yahgans  of 
Tierra  del  Fuego,  to  the  Patagonians,  and  to  the 
great  Toba  nations  of  the  Chaco,  the  gospel  story 
is  being  told  just  as  Captain  Gardiner  wished.  The 
South  American  Missionary  Society  has  even  done 
more.  To  the  English  people  who  are  engaged  in 
business  in  South  America  it  has  sent  ministers. 
Thousands  of  the  boys  and  girls  of  Buenos  Aires, 
you  remember,  are  studying  the  Bible  in  their 
schools,  in  Brazil  there  is  an  orphanage  and  other 
work,  and  even  up  in  Panama  there  is  a church. 

Did  Captain  Gardiner  fail  or  succeed,  when  he 
laid  down  his  life  on  the  storm-swept  sands  of 
Tierra  del  Fuego? 


CHAPTER  IX 


SHARING 

Every  time  it  rains  we  have  to  remember 
South  America,  for  it  was  from  the  great  forests 
of  Brazil  that  our  first  rubber  came  to  make  over- 
shoes and  raincoats.  Every  time  we  have  an 
automobile  ride,  every  time  we  take  a spin  on  a 
bicycle,  every  time  we  sprinkle  the  lawn,  we  must 
be  thankful  to  Brazil,  for  the  rubber  out  of  which 
the  tires  and  the  hose  are  made.  Every  time 
we  play  tennis,  every  time  we  put  on  our  rubber- 
soled  gymnasium  shoes,  we  must  remember  the 
big,  thick-barked  rubber  trees  and  the  hundreds 
of  dark-skinned  Indians  of  the  Amazon  who 
patiently  visit  the  swamps  day  after  day,  to  empty 
the  white  milk  from  the  tiny  cups  and  then 
as  patiently  turn  and  twist  the  wooden  paddles 
over  the  palm-nut  smoke  to  make  the  rubber 
hams. 

Every  time  the  sun  shines  and  we  take  a walk 
we  must  think  of  South  America,  for  perhaps 
the  very  leather  out  of  which  the  shoes  we  wear 
are  made  came  from  the  Argentine  or  Paraguay, 
where  so  many  thousands  of  cattle  are  raised. 

87 


88 


LAND  OF  THE  GOLDEN  MAN 


The  asphalt  of  the  street  over  which  we  may 
ride  came  from  the  island  of  Trinidad,  with  its 
great  lake  of  black  pitch,  lying  just  off  the  coast 
of  Venezuela. 

The  green  lawns  we  see,  and  the  farms  we 
pass  may  be  fertilized  by  the  nitrates  from  the 
world’s  greatest  supply  store  in  the  desert  of 
Atacama  in  northern  Chile. 

If  we  walk  through  the  town  and  stop  before 
a jeweler’s  window,  from  what  country  do  we 
know  all  the  true  emeralds  shown  there  have 
come?  From  what  country  will  many  of  the 
most  brilliant  diamonds  have  been  brought?  If 
silver  spoons  and  silver  cups  are  displayed,  we 
must  think  of  the  plodding  Quichuas  of  Bolivia 
or  Peru,  who  may  have  dug  it  out  of  their  mines. 
If  there  are  carved  flower  pins  of  vegetable  ivory 
in  the  window  we  must  also  think  of  the  ivory 
nut  trees  in  the  forests  of  Ecuador  and  Brazil. 

If  we  pass  a hardware  store,  all  the  tin  pans 
and  pails  may  have  been  made  from  tin  brought 
from  Bolivia. 

And  if  we  are  thirsty  and  stop  at  a soda  foun- 
tain to  drink  a glass  of  sarsaparilla,  or  if  we  order 
vanilla  or  ginger  ice-cream  soda,  again  we  must 
think  of  the  ginger  root,  the  vanilla  beans,  and 
the  sarsaparilla  bark  from  that  wonderful  land 
of  Brazil. 

We  cannot  sit  down  to  our  breakfast  table  in 


SHARING 


89 


the  morning  without  thinking  of  South  America. 
Why?  At  luncheon  and  dinner,  if  we  eat  pota- 
toes, the  Incas  of  Peru  are  with  us;  if  we  have 
pudding  or  cake  flavored  with  nutmeg,  arrow- 
root,  vanilla,  or  chocolate,  South  America 
may  have  sent  them  to  us;  if  we  finish 
our  dinner  with  Brazil-nuts  and  chocolate  bon- 
bons we  must  think  of  Brazil  and  Ecuador  again, 
for  Ecuador  produces  much  of  the  world’s  supply 
of  the  cacao  seed,  from  which  cocoa  and  chocolate 
are  made. 

The  table  we  eat  at,  and  the  chair  we  sit 
upon  may  be  made  of  mahogany.  The  piano 
upon  which  we  play  may  be  built  of  rosewood, 
so  that  once  more  the  forests  of  South  America 
are  recalled  to  our  minds. 

At  night  we  may  lie  down  upon  a mattress  of 
South  American  horsehair,  for  the  best  mat- 
tresses are  made  of  that  product. 

If  we  are  sick,  the  medicines  of  South  America 
will  come  to  our  relief.  What  are  they? 

You  see,  asleep  or  awake,  at  meal-times,  at 
home,  on  the  street,  in  the  city,  in  the  country, 
sick  or  well,  South  America  is  with  us,  and  helps 
to  make  our  lives  safer,  more  comfortable  and 
luxurious. 

We  take  for  granted  all  these  rich  gifts  from 
South  America,  as  if  they  simply  grew  or  came 
to  us  of  themselves,  and  never  once  think  of  the 


90 


LAND  OF  THE  GOLDEN  MAN 


men  and  women,  even  the  boys  and  girls  who 
send  them  to  us.  The  little  brown  hands  of 
Brazilian  boys  and  girls  help  to  strip  the  coffee 
berries  from  the  branches,  and  boys  help  every- 
where on  the  ranches  and  in  the  fields. 

Many  people  are  beginning  to  think  that  we 
of  the  elder  republic  ought  to  know  better  the 
people  of  our  sister  republics  in  South  America. 
There  is  an  old  proverb  which  says,  “ We  hate 
only  those  whom  we  do  not  know,”  and  some 
one  else  has  added : “ We  love  only  those  whom 
we  do  know.”  In  order  that  we  should  know  our 
South  American  neighbors  better,  in  1889,  a 
conference  was  held  which  was  attended  by  repre- 
sentatives from  all  of  the  republics  south  of  us — 
Mexico,  the  West  Indies,  Central  America,  and 
South  America.  These  sister  republics  are  called 
“ Latin  Republics,”  because  whatever  language  is 
spoken  in  them — Spanish,  Portuguese,  or  French 
— is  derived  from  the  old  Latin  tongue.  The  aim 
of  this  first  conference  or  “ Congress,”  as  it  was 
called,  was  to  spread  information  about  the  riches 
of  the  lands  of  the  Latin  American  Republics,  so 
that  we  could  buy  their  useful  products,  and  sell 
to  them  in  return  our  machinery,  our  railroad 
cars,  our  steam  engines,  our  reapers  and  binders, 
our  sewing  machines,  and  our  manufactured 
products. 

Since  1889  four  more  Congresses  have  been 


SHARING 


91 


held,  the  last,  during  the  winter  of  1916,  in 
Panama. 

Besides  that,  to  help  spread  the  knowledge  of 
our  sister  republics,  a Union  of  all  of  them  was 
formed,  and  the  representatives  of  these  countries 
at  Washington,  with  our  Secretary  of  State  as 
chairman,  form  a directing  committee.  They 
began  to  find  that  there  was  so  much  to  do  in  the 
way  of  publishing  information,  printing  pictures, 
and  answering  the  questions  of  people  who  be- 
came interested  in  these  Latin  Republics,  that  the 
Union  needed  very  much  a home  of  its  own.  Mr. 
Andrew  Carnegie,  who  was  very  anxious  that  we 
should  come  to  know  the  people  of  our  sister 
republics  so  well  that  we  would  never  think  of 
settling  a difference  of  opinion  by  making  war  up- 
on any  one  of  them,  said  he  would  give  this  much- 
needed  home  to  the  Pan-American  Union,  as  it 
was  called.  Pan  is  a Greek  word  which  means 
“ all.”  Therefore  the  “ Pan-American  Union  ” 
means  the  union  of  all  the  Americas — North 
America,  Central  America,  the  Island  Americas, 
and  South  America. 

Since  Washington,  our  owm  capital,  is  the  only 
city  in  which  representatives  of  all  these  republics 
may  always  be  found,  that  city  was  selected  as 
the  place  to  erect  the  home  of  the  Pan-American 
Union,  which  has  cost  a million  of  dollars,  nearly 
all  of  which  sum  was  generously  given  by  Mr. 


92 


LAND  OF  THE  GOLDEN  MAN 


Carnegie.  This  beautiful  building  was  completed 
and  dedicated  to  the  cause  of  International  Peace 
in  1910.  If  you  ever  visit  our  national  capital 
you  will  find  it  on  the  corner  of  17th  Street, 
N.  W.,  and  Potomac  Park,  next  to  the  white 
marble  home  of  the  Daughters  of  the  American 
Revolution.  The  corner-stone  of  this  building 
was  laid  during  the  administration  of  Theodore 
Roosevelt ; the  building  was  dedicated  during  the 
presidency  of  William  H.  Taft,  and  a beautiful 
“ peace  ” tree  was  planted  by  him  in  the  “ patio,” 
or  inner  court  of  the  building. 

One  thing  which  the  Pan-American  Union  has 
been  seeking  to  do,  is  to  improve  the  steamship 
lines  between  the  Americas,  so  that  more  of  our 
people  will  want  to  visit  South  America  and  more 
of  the  South  American  people  will  visit  us,  so  that 
we  may  come  to  know  each  other  well,  for,  as 
Theodore  Roosevelt  said  in  his  speech  at  the  lay- 
ing of  the  corner-stone,  more  and  more  in  the 
future  we  shall  each  give  and  get  from  the  others 
not  only  products  of  the  countries,  but  things 
which  help  our  minds  and  our  spirits  as  well. 

We  have  already  seen  how  these  South 
American  sisters  give  us  more  of  their  products 
than  we  can  give  them  of  ours,  but  that  they  need 
us  very  much  to  help  them  in  their  schools  and 
to  give  them  the  Bible.  We  all  know  that  the 
best  of  our  virtues  in  our  public  and  in  our 


WHERE  OUR  COCOA  AND  CHOCOLATE  COME  FROM 


SHARING 


93 


private  life,  the  best  of  our  laws,  all  our 
most  generous  and  unselfish  acts  come  from  the 
teachings  of  this  Book,  so  that  if  the  Latin 
American  Republics  come  to  know  it  well,  they 
will  be  better  countries  for  that  reason. 

But  it  is  not  we  alone  who  can  teach  lessons  of 
the  spirit.  From  our  South  American  neighbors 
we  may  learn  lessons  in  hospitality  and  in 
generosity,  for  they  care  less  about  hoarding  their 
wealth  than  we  do,  and  delight  more  in  generous 
devotion  of  self  and  possessions  to  a cause.  The 
Bible  will  teach  them  to  choose  only  the  right 
causes. 

Some  day  some  of  the  boys  who  read  this 
chapter  may  become  mining  engineers,  civil 
engineers,  electrical  engineers,  or  surveyors, 
and  may  be  employed  by  some  of  the  companies 
in  Colombia,  Venezuela,  Bolivia  or  some  of 
the  other  countries  in  South  America,  for  there 
are  any  number  of  fine  business  openings  for  our 
young  men  in  those  countries.  You  may  open  a 
transportation  business  in  Brazil  or  the  Argen- 
tine ; or  you  may  purchase  land  there,  and  become 
stock  raisers,  coffee  growers,  or  own  large  cocoa 
groves  and  become  real  citizens  of  South 
America. 

You  have  had  all  the  benefits  of  our  Bible  and 
of  living  in  a land  where  education  is  abundant, 
and  you  have  been  protected  from  evil  all  through 


94 


LAND  OF  THE  GOLDEN  MAN 


your  childhood.  The  people  of  your  new  country 
will  watch  you  to  see  if  the  Bible  has  really 
helped  you,  and  will  decide  by  your  conduct 
whether  they  will  accept  it  for  themselves. 
Unfortunately,  some  of  our  young  engineers  and 
our  traders  have  made  the  South  Americans  feel 
that  the  Bible  has  not  taught  them  anything 
worth  while.  Our  merchants  here  at  home  who 
have  bought  and  sold  with  them  have  sometimes 
been  so  eager  to  get  something  for  nothing  that 
they  have  made  them  believe  we  really  have 
nothing  worth  while  to  give. 

The  South  Americans  who  come  here  watch  us 
in  our  business  dealings  with  one  another,  to 
see  whether  we  are  really  just  and  generous  and 
kind  as  we  say  the  Bible  teaches  us  to  be, 
whether  we  are  unselfish  in  our  government,  have 
high  ideals  for  our  country,  or  whether  the  strong 
take  from  the  weak  as  the  old  conquistadors 
did  in  South  America,  and  whether  we  are  as 
greedy  as  they  were  for  a big  gain  in  return  for 
a very  little  investment. 

You  see  the  missionaries  are  not  the  only  ones 
who  are  teaching  the  people  of  South  America. 
All  our  people  who  go  there  for  business  reasons 
are  teaching;  all  of  us  who  stay  at  home  are 
teaching.  Even  boys  and  girls  on  the  play- 
ground at  home  can  form  the  evil  habit  of  getting 
without  sharing,  which  it  will  be  hard  for  them 


SHARING 


95 


to  break  later.  “ As  ye  would  that  men  should 
do  to  you,  do  ye  also  to  them  likewise,”  is  the  rule 
all  should  follow  who  are  going  to  be  true 
helpers  of  South  America,  to  which  land  we  owe 
so  much.  This  Golden  Rule  is  the  best  rule  we 
could  possibly  follow  as  a nation,  and  it  will 
certainly  prove  a Golden  Rule  for  the  Land  of 
Golden  Men. 

All  this  is  what  we  owe  to  our  neighbors,  but 
what  do  we  owe  to  our  heavenly  Father  for  the 
Bible,  which  has  been  free  for  us  to  read  and 
study  all  our  lives,  without  any  struggle  on  our 
part?  Can  we  think  of  keeping  without  sharing 
here?  When  the  brave  Captain  Gardiner  wrote 
to  the  chiefs  of  the  great  Toba  nations,  as  he 
lay  dying  on  the  shore  of  Tierra  del  Fuego,  he 
said  of  the  Bible : “ We  are  bound  to  send  it  to 
you,  for  it  is  commanded  in  that  Book  that  those 
who  have  it  should  send  it  out  to  all  the  nations 
of  the  world,  until  they  are  all  provided  with  it.” 


BIBLIOGRAPHY 

Descriptive 

Browne,  Edith  A.  South  America.  Peeps  at  Many  Lands 
Series.  1915.  A.  and  C.  Black,  London,  is.  6d.,  net. 
Bruce,  G.  J.  Brazil  and  the  Brazilians.  1914.  Dodd, 
Mead  & Co.,  New  York.  $3.00,  net. 

Chamberlain,  James  Franklin.  South  America.  1916.  The 
Continents  and  Their  People  Series.  Macmillan  Com- 
pany, New  York.  55  cents. 

Enock,  C.  Reginald.  The  Andes  and  the  Amazon.  1907. 

Charles  Scribner’s  Sons,  New  York.  $1.50. 
Hammerton,  J.  A.  The  Real  Argentine.  1915.  Dodd, 
Mead  & Co.,  New  York.  $2.50,  net. 

Mozans,  H.  J.  Up  the  Orinoco  and  Down  the  Magdalena. 

1910.  D.  Appleton  & Co.,  New  York.  $3.00,  net. 
Pepper,  C.  M.  Panama  to  Patagonia.  1906.  A.  C. 

McClurg  & Company,  Chicago.  $2.50. 

Post,  C.  Johnson.  Across  the  Andes.  Outing  Publishing 
Company,  New  York.  $2.00,  net. 

Publications  of  the  Pan-American  Union,  John  Barrett, 
General  Director,  Washington,  D.  C.  Nov.,  1915. 

Ray,  G.  Whitfield.  Through  Five  Republics  on  Horseback. 

1907.  William  Briggs,  Toronto.  $1.00. 

Tarr,  R.  S.,  and  McMurry,  F.  M.  Complete  Geography. 
1915.  Macmillan  Co.,  New  York.  $1.00. 

Historical 

Dawson,  Thomas  C.  South  American  Republics.  2 vols. 

1904.  G.  P.  Putnam’s  Sons,  New  York.  $3.00. 

Elliot,  G.  F.  Scott.  Chile.  1907.  Charles  Scribner’s  Sons, 
New  York.  $3.00. 


97 


BIBLIOGRAPHY 


Prescott,  Wm.  H.  The  Conquest  of  Peru.  1909.  Every- 
man’s Library  edition.  E.  P.  Dutton  & Co.,  New 
York.  35  cents. 


Missions 

Beach,  Harlan  P.  Protestant  Missions  in  South  America. 
1900.  Student  Volunteer  Movement,  New  York.  50 
cents. 

Brown,  Hubert  W.  Latin  America.  1901.  Fleming  H. 

Revell  Company,  New  York.  $1.20,  net. 

Clark,  Francis  E.  The  Continent  of  Opportunity.  1907. 

Fleming  H.  Revell  Company,  New  York.  $1.50,  net. 
Cook,  W.  A.  By  Horse,  Canoe  and  Float  Through  the 
Wilderness  of  Brazil.  1910,  2nd  Edition.  American 
Tract  Society,  New  York.  $1.25. 

Grubb,  W.  Barbrooke  A Church  in  the  Wilds.  1914.  E. 

P.  Dutton  & Co.,  New  York.  $1.50,  net. 

Grubb,  W.  Barbrooke.  Among  the  Indians  of  the  Para- 
guayan Chaco.  1914.  South  American  Missionary  So- 
ciety, London,  is.  6d. 

Guinness,  Geraldine.  Peru,  Its  Story,  People,  and  Re- 
ligion. 1909.  Fleming  H.  Revell  and  Company,  New 
York.  $2.50,  net 

Stuntz,  Homer  C South  American  Neighbors.  1916. 
Missionary  Education  Movement,  New  York.  60  cents. 


General  and  Sociological 

Bryce,  James.  South  America:  Observations  and  Impres- 
sions. 1912.  The  Macmillan  Company,  New  York. 
$2.50. 

Calderon,  Garcia.  Latin  America:  Its  Rise  and  Progress. 

1913.  Charles  Scribner’s  Sons,  New  York.  $3.00. 
Marwick,  W.  F.,  and  Smith,  W.  A.  South  American  Re- 
publics. 1901.  World  and  Its  People  Series.  Silver 
Burdett  Company,  New  York.  60  cents. 


BIBLIOGRAPHY 


99 


Ross,  Edward  A.  South  of  Panama,  igil.  Century  Com- 
pany, New  York.  $2.40,  net. 

Shepherd,  William  R.  Latin  America.  1914.  Home  Uni- 
versity Library.  Henry  Holt  & Company,  New  York. 
50  cents. 

Speer,  Robert  E.  South  American  Problems.  1912. 
Student  Volunteer  Movement,  New  York.  75  cents. 


Magazines 

Everyland.  Monthly  magazine  of  world  friendship  for 
girls  and  boys.  Contains  excellent  pictures  and  stories  of 
many  lands.  During  1916-17  many  stories  and  articles  will 
be  published  about  girls  and  boys  of  South  America  and 
the  products  of  that  country  in  common  use  in  North 
America.  Every  girl  and  boy  should  read  it. 

Published  by  Everyland,  156  Fifth  Avenue,  New  York 
City.  10  cents  single  copy;  $1.00  per  annum. 

Denominational  Missionary  Magazines.  Consult  Mis- 
sionary Magazine  published  by  your  Board  for  interesting 
pictures  and  articles. 

The  National  Geographic  Magazine.  Contains  many  pic- 
tures of  peoples  and  countries  and  its  articles  give  informa- 
tion concerning  the  interesting  human  facts  of  various 
parts  of  the  world.  The  following  issues  contain  special 
reference  to  South  America:  Feb.  1909,  May  1910,  Dec. 
1910,  Sept.  1911,  April  1913,  Feb.  1915,  Jan.  1916,  May, 
1916. 

Published  by  the  National  Geographic  Society,  Washing- 
ton, D.  C.  25  cents  single  copy ; $2.50  per  annum. 

Travel.  Contains  interesting  and  sympathetic  articles 
describing  peoples  and  places,  at  home  and  abroad.  Pro- 
fusely illustrated. 

Published  by  Robert  M.  McBride  & Co.,  Union  Square, 
North,  New  York  City.  25  cents  per  copy;  $3.00  per 
annum. 


100 


BIBLIOGRAPHY 


The  South  American.  A magazine  devoted  to  travel, 
business,  resources,  and  national  life  in  South  America. 

Published  by  the  South  American  Publishing  Company, 
Inc.,  61  Broadway,  New  York  City.  15  cents  single  copy; 
$1.50  per  annum. 

The  Americas.  A magazine  published  to  promote  com- 
mercial interests  in  South  America.  Contains  interesting 
pictures. 

Published  by  The  National  City  Bank,  55  Wall  Street, 
New  York  City. 


Flags  of  All  Nations 

A set  of  four  sheets  of  colored  flags,  perforated  and 
gummed,  including  24  flags  of  South  America  and  islands. 
Suitable  for  note-book  and  poster  work. 

Missionary  Education  Movement,  New  York  City,  25 
cents  postpaid. 


Child  Life  Pictures — South  America 

A large  sheet  containing  thirty-six  pictures  of  scenes  in 
various  countries  of  South  America,  with  full  descrip- 
tions printed  beneath  each  picture,  ready  to  cut  out  and 
mount  in  note-book  or  on  poster. 

The  suggestions,  How  to  Use  the  Land  of  the  Golden 
Man,  on  the  following  pages,  include  the  use  of  all  the 
pictures  on  this  sheet. 

Missionary  Education  Movement,  New  York  City,  10 
cents  postpaid. 


How  to  Use 

THE  LAND  OF  THE  GOLDEN  MAN 
In  Your  Sunday  School  Class, 
Mission  Band,  or  at  Home 


To  the  Boys  and  Girls  Who  Study 
THE  LAND  OF  THE  GOLDEN  MAN 


Taking  up  a new  book  is  much  like  starting  on  a 
journey  to  a place  that  you  have  never  visited.  Just  as 
you  step  on  the  train  or  boat  with  high  anticipation  of 
the  new  things  you  are  to  see  and  learn,  of  the  friends 
you  are  to  meet,  of  the  interesting  things  you  are  to 
bring  back  with  you,  so  you  open  the  first  pages  of  your 
book  in  eager  haste  to  know  of  what  new  places  you  are 
to  learn,  what  novel  things  you  are  to  find  out,  what  new 
people  you  are  to  know. 

Reading  The  Land  of  the  Golden  Man  will  take  you  to 
strange  places;  you  will  see  many  wonderful  things  which 
you  will  be  eager  to  share  with  others,  and  you  will  meet 
and  become  friends  with  the  most  interesting  boys  and 
girls. 

You  find  a journey  in  the  company  of  friends  pleasanter 
lhan  one  taken  alone;  so  you  will  find  it  far  more  enjoy- 
able to  read  and  study  a book  with  your  mates.  If  you 
already  belong  to  a Junior  Club  in  your  Sunday-school,  or 
to  a Mission  Band,  it  will  be  great  fun  to  read  and  work 
together.  If  you  have  no  such  club,  then  form  one.  Even 
boys  and  girls  who  belong  to  very  small  schools  or  who 
live  too  far  away  from  other  boys  and  girls  to  meet  with 
them  often  may  have  a small  club  in  their  own  families, 
with,  perhaps,  father  or  mother  for  leader.  Then  you 
will  be  able  to  help  each  other  carry  out  the  three  kinds 
of  work  I am  going  to  suggest  to  you. 

I.  Museum. 

Nearly  all  boys  and  girls  love  to  make  collections.  Here 
is  a splendid  chance  to  make  a collection  both  interesting 

103 


104 


HOW  TO  USE 


and  useful.  You  can  make  it  the  beginning  of  a museum 
for  your  Sunday-school. 

If  you  live  in  or  near  a large  city,  visit  a real  museum 
and  look  at  the  South  American  curios  before  beginning 
this  work.  In  this  way  you  will  learn  a great  deal  about 
how  to  make  your  own  museum.  Do  not  be  discouraged 
if  you  cannot  make  yours  as  fine,  or  even  if  you  cannot 
see  any  museum  at  all.  Just  start  with  the  determination 
to  do  your  best  and  you  will  be  surprised  to  find  how 
much  you  can  do. 

First  you  will  decide  on  the  sire  and  kind  of  mounting 
sheets.  A uniform  size  is  best  Cardboard  22  x 28  inches 
is  a standard  size,  though  you  may  use  another  size  if 
you  wish.  Gray  or  green  makes  the  most  artistic  ground 
on  which  to  mount  things,  but  the  colors  do  not  take 
printing  well,  unless  you  wish  to  cut  all  your  letters  from 
white  paper  and  paste  them  on.  This  is  effective  but 
entails  much  work.  A cream  mounting  board  will  take 
pen,  brush,  or  rubber-stamp  printing.  If  you  mean  to 
hang  the  sheets,  provide  each  board  with  a cord  or  tape 
hanger.  For  convenience  in  arranging  and  filing,  each 
sheet  may  be  given  a number;  if  you  make  many,  the 
numbers  and  titles  may  be  indexed  in  a small  book  like 
a library  catalog.  Flat  things,  like  pictures,  maps,  and 
diagrams,  may  be  pasted  on  by  the  corners ; other  ma- 
terial, like  nuts,  small  cans,  or  bottles,  may  be  sewed  on 
with  a fine  cord  or  heavy  thread  of  inconspicuous  color. 
So  much  for  general  directions.  The  preparation  of  dif- 
ferent sheets  will  be  given  under  the  heading  “ Museum 
Work,”  of  each  chapter. 

II.  Note-book. 

It  is  an  excellent  plan  for  any  one,  old  or  young,  when 
reading,  to  keep  a note-book  in  which  to  write  down  out- 
lines of  the  chapters  read,  questions  that  the  book  does 
not  answer,  descriptions  and  explanations  of  maps,  charts, 
and  diagrams  that  it  does  not  contain,  as  well  as  what 


HOW  TO  USE 


105 


you  think  of  the  things  it  tells.  Such  books  are  often 
very  valuable  and  interesting.  Suppose  each  of  you 
should  decide  to  make  one.  The  first  thing  will  be  to 
secure  your  book;  this  may  be  a plain  note-book,  the 
cover  of  which  you  may  decorate  as  you  please.  Or  you 
may  make  a book  by  binding  together  sheets  of  cream  or 
white  paper,  and  covering  them  with  a heavy  paper  or 
cloth  cover.  Wait  until  the  pages  are  all  completed  before 
fastening  the  sheets  together,  unless  you  use  a loose-leaf 
binding.  Arrange  your  fly-leaf,  frontispiece,  and  title-page 
very  carefully.  The  picture  of  the  bronze  doors  on  the 
sheet  which  accompanies  this  book  will  make  an  excellent 
frontispiece.  What  will  you  call  your  book?  Notes  on 
the  Land  of  the  Golden  Man,  Notes  by  the  Way,  South 
American  Friends,  are  possible  titles.  Perhaps  you  will 
wish  to  make  a separate  book  which  will  contain  the 
stories  of  South  American  Heroes. 

Would  you  not  like  to  learn  through  your  Board  Secre- 
tary (the  list  is  in  the  back  of  The  Land  of  the  Golden 
Man ) of  some  other  club  in  your  denomination  that  is 
following  this  plan,  and  exchange  books  with  them  at 
the  end  of  the  course  as  one  way  of  comparing  notes? 

III.  Friendship  Service. 

In  almost  every  chapter  of  The  Land  of  the  Golden  Man 
you  will  read  of  the  interesting  boys  and  girls  whose 
countries  send  so  much  to  us,  and  you  will  at  once  wonder 
in  what  way  you  can  share  with  them,  for  you  will  quickly 
admit  them  to  the  circle  of  your  world  friends,  and  since 
friendship  means  giving  as  well  as  receiving,  you  will  find 
ways  in  which  to  return  friendship  service  to  the  boys  and 
girls  in  the  land  of  the  golden  man.  The  best  way  to  find 
out  where  to  send  gifts  in  South  America  is  through  the 
mission  board  of  the  denomination  under  which  the  club 
is  studying,  or  to  the  Surplus  Material  Department, 
World’s  Sunday  School  Association,  1 Madison  Avenue, 
New  York  City.  If  further  help  is  needed,  write  for 


io6 


HOW  TO  USE 


directions  to  the  Missionary  Education  Movement,  156 
Fifth  Avenue,  New  York  City. 

Thus  each  chapter  of  the  book  will  point  out  some  sug- 
gestions for  doing  the  three  kinds  of  work.  Probably  you 
will  think  of  many  other  things  not  given  here  and  in 
doing  them  you  will  add  to  your  own  knowledge  and 
pleasure,  you  will  help  your  Sim  day-school  or  Junior 
Club,  and  you  will  show  yourself  a friend  to  the  South 
American  Juniors. 


CHAPTER  I 
THE  GOLDEN  MAN 
I.  Museum  Work. 

1.  Color  a large  outline  map  of  South  America,1  adding 
one  country  at  a time  as  you  study  it,  and  put  in  the  impor- 
tant geographical  features.  If  your  denomination  has  a 
mission  school  in  any  of  the  countries,  mark  its  location 
by  a gold  star.  If  mission  work  is  carried  on  by  some 
other  denomination,  mark  that  by  a silver  star.  (These 
stars  are  furnished  inexpensively  by  the  Dennison  Paper 
Company  through  local  stationers.) 

2.  Begin  a product  map  of  South  America;  you  will  add 
to  this  from  time  to  time,  as  you  go  forward  with  your 
study.  Mount  a large  map  of  South  America  1 on  a heavy 
cardboard  which  must  be  considerably  larger  than  the 
map.  Fasten  to  the  map  the  products  of  the  different 

1 Maps  of  South  America  can  be  obtained  from  your  own  denomi- 
national Mission  Board  (see  the  list  in  the  back  of  the  book)  or 
the  Missionary  Education  Movement,  156  Fifth  Avenue,  New  York, 
as  follows:  9x12  inches,  in  colors,  same  as  in  book,  5 cents  each, 
25  cents  a half  dozen,  40  cents  a dozen;  n x 14  inches,  in  colors, 
mounted  on  cardboard,  15  cents  each;  28x32  inches,  outline  paper, 
20  cents  each;  11  x 14  inches,  outline  paper,  15  cents  a dozen.  The 
last-named  is  a good  size  for  the  note-book  work,  while  the  larger 
outline  map  is  suggested  for  use  in  the  class  and  for  the  product 
map.  The  map  in  colors  is  good  for  use  in  the  dissected  map. 

Many  useful  maps  and  pictures  may  be  obtained  by  writing  to  the 
various  transportation  lines  running  to  South  America. 


HOW  TO  USE 


io  7 


countries.  If  it  makes  the  map  too  crowded  to  put  them 
all  where  they  belong,  arrange  them  nicely  on  the  mar- 
gins and  carry  a cord  or  heavy  thread  from  the  product 
to  the  place  producing  it.  A scrap  of  leather,  a bit  of 
loaf  sugar,  rubber,  a coffee  bean,  a bit  of  mahogany, 
cocoa,  and  many  other  products  which  you  can  easily  get, 
fastened  on  the  representation  of  the  places  from  which 
they  come,  will  make  a map  that  is  full  of  interest  to  you 
and  your  friends. 

II.  Note-book  Work. 

1.  Produce  a small  outline  map  of  South  America  (see 
foot-note1).  Fasten  it  on  the  first  page  of  your  note- 
book, and  tracing  on  it  the  boundaries  of  Colombia, 
color  it  nicely  with  water-color  or  crayon.  Add  such 
other  geographical  features  as  you  wish. 

2.  Learn  (through  your  Mission  Board  Secretary;  see 
list  at  back  of  book)  if  your  denomination  has  any  mis- 
sion work  in  Colombia,  and  write  a brief  account  of  it 
in  the  book. 

3.  How  would  you  go  from  your  home  to  Colombia? 
What  places  would  you  visit?  Write  a brief  account  in 
your  book. 

III.  Friendship  Service. 

1.  A gift  that  any  teacher  in  a South  American  mission 
school  would  be  glad  to  use  as  a prize  is  made  by  pasting 
a map  of  South  America  on  a board  of  whitewood  or 
basswood.  Take  a piece  about  three  eighths  of  an  inch 
thick,  glue  the  map  firmly  to  it  and  dry  slowly  under  a 
weight  to  prevent  warping.  When  quite  dry,  cut  on  the 
boundary  lines  of  the  countries  with  a fine  coping  or 
scroll  saw,  thus  making  a dissected  map.  Put  the  pieces 
in  a small  box  on  the  cover  of  which  you  may  paste  a 
small  map  if  you  wish. 

2.  Through  your  board  secretary,  learn  the  names  of 
some  South  American  boys  or  girls  of  your  own  age  to 
whom  you  may  send  Christmas  or  New-year  greetings. 


io8 


HOW  TO  USE 


CHAPTER  II 

THE  SEARCH  FOR  GOLDEN  MEN 

Museum  Work. 

1.  Color  Guiana  and  Venezuela  on  your  outline  map. 

2.  Write  a description  of  the  “crockery  tree.”1  Tell 
how  the  egrets  are  slaughtered  for  the  millinery  trade,3 
illustrating  it  with  magazine  pictures  if  you  can  find  them. 
Get,  if  possible,  the  pictures  of  familiar  birds  to  illustrate 
a brief  sketch  of  the  birds  that  winter  in  South  America.4 
Describe  a Colombian  home.*  Mount  these  on  a museum 

* The  calabash  tree  of  Columbia  is  called  “ the  crockery  tree.” 
It  bears  a kind  of  gourd,  the  medium  sizes  of  which  are  used  for 
spoons  and  drinking  vessels,  the  larger  for  dishes,  plates,  musical 
instruments,  and  lanterns.  The  lantern  is  made  by  puncturing  a 
large  gourd  with  holes  and  then  filling  the  vessel  with  many  brilliant 
fireflies.  It  is  said  that  these  firefly  lanterns  really  give  a surprising 
amount  of  light. — Mozans,  Up  the  Orinoco  and  Down  the  Magdalena. 

8 There  is  a great  slaughter  of  tropical  birds  in  Venezuela  for  their 
beautiful  plumage,  which  is  sent  to  the  milliners  of  Paris.  The 
egrets  of  Venezuela  particularly  will  soon  be  exterminated,  since 
they  are  killed  during  the  mating  and  breeding  season.  When  a 
mother  egret  is  shot,  it  means  that  her  young  birds  must  starve.  One 
hunter  packed  several  hundred  thousand  egrets  for  Paris  as  the 
result  of  a three  year  hunt. — Ibid. 

4 Many  of  our  birds  winter  in  South  America:  ducks  and  warblers 
in  Venezuela  and  Colombia,  barn  swallows  and  cliff  swallows  in 
Paraguay,  and  bobolinks  go  to  southeastern  Brazil.  Plovers,  sand- 
pipers, and  like  species  migrate  long  distances,  the  American  golden 
plover,  which  breeds  in  Arctic  America,  migrating  to  Patagonia,  a 
distance  of  8,ooo  miles. — Ibid. 

6 In  1812  a terrible  earthquake  practically  destroyed  Caracas.  As 
earthquakes  are  frequent,  the  houses  are  low.  They  are  usually  built 
of  stone  or  plaster,  and  are  very  commonly  painted  yellow  or  blue. 
The  roofs  are  generally  of  red  tile.  Here  as  elsewhere  the  Spanish 
people  often  build  their  houses  on  three  sides  of  a court  called  a 
patio.  This  is  invisible  from  the  street  and  affords  a most  delightful 
place  for  family  and  other  gatherings.  During  pleasant  weather  the 
meals  are  often  served  there.  Palms  and  other  ornamental  trees  as 
well  as  fragrant  flowers  abound,  and  usually  there  is  a fountain  of 
sparkling  water. 


HOW  TO  USE 


109 


sheet,  or  sheets,  with  the  pictures  (for  which  you  may 
write  fuller  descriptions)  of  the  Venezuelan  children, 
Aymara  Indian,  Amazon  boy,  marketwoman,  and  the 
blanket  weaver. 

Note-book  Work. 

1.  Add  Guiana  and  Venezuela  to  your  map. 

2.  Make  a list,  with  a brief  description,  of  the  most 
interesting  things  you  learn  about  these  countries.  Find 
out  why  Venezuela  was  so  named. 

3.  Draw  the  outline  of  Venezuela;  what  does  it  resem- 
ble? Can  you  see  in  it  a kneeling  elephant  with  trunk 
thrown  up?  The  outline  of  South  America  itself  resem- 
bles the  head  and  nose  of  a lion.  As  you  come  to  the 
other  countries,  see  if  you  find  similar  resemblances;  it 
is  good  fun  and  helps  you  to  remember  them.  What  is 
Chile?  Bolivia  is  a hen  at  roost,  and  Peru — but  you  will 
see  that  for  yourself ! 

Friendship  Service. 

Find  out  (through  board  secretary)  what  the  boys  and 
girls  in  your  Guiana,  Colombia,  and  Venezuela  schools 
are  studying.  What  are  their  games?  Would  they  enjoy 
any  of  yours?  Could  you  send  them  the  outfits  and  rules 
for  marbles,  baseball,  or  football?  What  can  the  girls  of 
the  club  do  for  the  South  American  girls?  Dress  dolls, 
send  toys,  hair-ribbons,  or  games? 

CHAPTER  III 
TUPAC  AMARU 

Museum  Work. 

1.  Start  the  book,  South  American  Heroes.  Write  first 
in  it  the  story  of  Tupac  Amaru.  Use  drawings  of  laurel 

As  there  is  little  need  of  fire  for  warmth,  there  are  few  stoves  in 
the  city,  and  therefore  few  chimneys.  The  houses  are  very  much 
alike  in  architecture.  The  residence  of  the  president  of  Venezuela 

is  known  as  the  “ Yellow  House  ” instead  of  the  “ White  House.” 

Chamberlain,  South  America. 


no 


HOW  TO  USE 


leaves  to  decorate  the  pages.  You  can  easily  copy  them 
from  your  school-books. 

2.  Mount  the  pictures  of  the  Inca  walls  and  the  Indians 
with  any  others  you  find  in  magazines,  on  a sheet.  Write 
short  accounts  of  what  the  Incas  did. 

3.  Mount  the  pictures  of  the  woman  with  the  llama. 
You  may  be  able  to  get  some  other  pictures  from  maga- 
zines or  old  geographies  of  llamas.  Use  as  many  as  you 
can  find  to  show  how  useful  they  are.  Write  a brief  de- 
scription to  go  with  the  pictures,  calling  it  “ Transportation 
in  the  Andes.” 

4.  Work  on  the  product  map. 

5.  Make  a cocoa  sheet,  using  the  picture.4  Fasten  to 
the  sheet  a tiny  can,  or  a small  bottle  of  cocoa,  and  a bar 
of  chocolate.  Perhaps  you  may  be  able  to  obtain  from 
some  dealer  a set  of  samples  showing  the  process  of 
manufacture. 

6.  Make  a museum  sheet,  calling  it 

SOUTH  AMERICA 
HAS 

THE EST  IN  THE  WORLD 

Highest  active  volcano  Highest  lake 

Highest  waterfall  Longest  river 

Finest  emeralds  Largest  coffee  crop 

6 Cocoa  is  made  from  the  seed  of  the  fruit  of  the  cacao  tree.  This 
fruit  is  cucumber-shaped  and  grows  directly  upon  the  trunk  or 
branches  of  the  tree.  The  seeds  are  imbedded  in  a soft  pinkish  pulp. 
After  the  fruit  has  been  cut  from  the  tree  by  means  of  a lancelike 
knife,  it  is  allowed  to  lie  on  the  ground  for  about  a day.  It  is  then 
taken  to  a place  where  the  seeds  are  separated  from  the  pulp  and 
dried  on  a platform  where  they  are  spread  out  in  the  sun.  The 
seeds  are  now  brick-red  in  color  and  bitter  to  the  taste,  and  are  ready 
to  be  shipped  to  Holland,  Switzerland,  or  other  countries,  where 
they  are  roasted  and  ground  into  powder.  The  oil,  called  cocoa 
butter,  is  pressed  out  of  the  powder,  which  is  then  called  cocoa.  If 
the  oil  is  not  pressed  out,  the  product  is  chocolate.  Sweet  chocolate 
is  made  by  mixing  sugar  and  milk  with  the  chocolate.  Ecuador 
produces  one  fifth  of  the  world’s  supply  of  cocoa.  For  further 
information  see  South  America,  Chamberlain,  and  for  pictures,  see 
the  National  Geographic  Magazine,  Dec.  1910. 


HOW  TO  USE 


hi 


Then  under  each  heading  paste  a picture  of  the  things 
mentioned,  or  at  least  a short  description  of  it  See  how 

many  other  “ est"  things  you  can  find.  Hang 

the  sheet  in  your  club  room,  where  you  can  add  to  it  from 
time  to  time.7 

Note-book  Work. 

i.  Add  Peru  and  Ecuador  to  your  map. 

Write  the  answers  to  these  questions  in  your  book: 
What  is  a hero?  Name  the  greatest  hero  of  whom  you 
have  ever  heard.  Was  Tupac  Amaru  a hero?  Why? 
How  did  the  old  Greeks  honor  their  heroes?  (By  a crown 
of  laurel.)  Draw  a laurel  wreath  and  write  your  hero’s 
name  in  it  if  you  cannot  find  his  picture  to  put  there. 


1 The  longest  river  in  the  world  is  the  Amazon, — 3,000  miles  in 
length, — as  far  as  our  Atlantic  coast  is  from  the  Pacific.  The 
Amazon  is  the  greatest  river  on  the  earth.  It  drains  an  area  of 
more  than  2,000,000  square  miles.  Some  of  its  waters  come  from 
snows  that  lie  16,000  feet  above  sea-level.  At  its  mouth  the  river 
is  wider  than  Lake  Michigan  at  its  widest  part,  and  at  Tabatinga,  on 
the  border  of  Peru,  it  is  said  to  be  a mile  wide.  The  volume  of 
water  discharged  by  the  Amazon  is  twice  as  great  as  that  discharged 
by  the  Mississippi.  This  is  in  part  because  of  heavy  rainfall,  for  the 
basin  of  the  Mississippi  is  more  than  half  as  large  as  that  of  the 
Amazon. — Chamberlain,  South  America. 

The  highest  waterfall  in  the  world  is  Kaieteur  Fall,  on  the  Potaro 
River  in  British  Guiana.  It  has  a sheer  drop  of  74Z  feet, — about 
4 1-2  times  that  of  Niagara,  and  over  twice  that  of  Victoria  Falls 
in  Africa. 

The  highest  active  volcano  in  the  world  is  Cotopaxi  in  Ecuador. 
It  is  7,000  feet  higher  than  Fujiyama  and  15,000  feet  higher  than 
Vesuvius;  7,000  feet  higher  than  Teneriffe,  2,000  feet  higher  than 
Popocatepetl,  and  is  one  of  the  most  beautiful  mountain  peaks  in 
the  world.  Cotopaxi  is  19,550  feet  high. 

The  finest  emeralds  in  the  world  come  from  Muzo,  Colombia,  just 
north  of  the  home  of  the  golden  man.  Buenos  Aires  is  the  largest 
wool  and  hide  market  in  the  world.  Brazil  is  the  greatest  coffee- 
producing  country  in  the  world,  giving  three  fourths  of  all  the 
coffee  used.  The  highest  lake  of  its  size  in  the  world  is  Lake 
Titicaca  in  Bolivia.  It  is  120  miles  long  and  41  miles  wide,  and  is 
situated  at  an  altitude  of  12,500  feet  above  sea-level. 


II 2 


HOW  TO  USE 


Friendship  Service. 

Make  a set  of  reward  cards  to  send  through  your 
mission  board  to  some  South  American  school.  Select  for 
the  card  a heavy  colored  paper  or  a plain  white  bristol- 
board,  about  the  size  of  a postal;  cut  from  a magazine  an 
interesting  colored  picture,  or  use  a part  of  a pretty 
colored  postal.  Paste  the  picture  firmly  in  place,  leaving 
plenty  of  white  space  for  writing  a verse  or  report. 

CHAPTER  IV 

THE  INDIANS  OF  WESTERN  SOUTH  AMERICA 

Museum  Work. 

1.  Mount  the  pictures  of  the  reed  boat,  the  Araucanian 
girl,  the  market  scene  at  Quito,  and  the  Indian  family. 

2.  Get  some  small  dolls  and  dress  them  like  the  Indians 
in  the  picture;  the  club  girls  can  do  this,  while  the  boys 
make  out  of  wood  or  pasteboard  a hut  thatched  with 
straw  of  the  right  size  for  the  dolls,  to  show  how  the 
Indians  live.8 

* The  Quichuas  are  silent,  hopeless  people  to-day,  seemingly  dull 
and  stupid,  who  rarely  laugh  or  smile.  They  have  known  nothing 
but  unhappiness  for  so  many  hundreds  of  years  that  now  they 
cannot  imagine  their  condition  could  be  any  better  or  pleasanter. 
The  Aymaras  are  a stronger  race,  and  are  very  surly  and  dis- 
trustful of  all  white  people. 

The  Indians  live  in  one-room  houses  of  baked  mud  or  stone 
plastered  with  mud,  with  a roof  of  grass  thatch.  The  floor  is  simply 
well-beaten  earth,  and  there  are  no  windows  and  frequently  no  door 
to  close  the  doorway,  simply  a blanket  or  a hide  hung  up.  Guinea- 
pigs,  chickens,  and  dogs  scramble  about  the  room  and  sleep  with  the 
family  at  night  The  beds  of  the  family  are  a blanket  or  a skin 
stretched  upon  the  earth  floor  or  upon  a slightly  raised  platform  of 
stones  and  earth.  There  are  no  tables  or  chairs,  and  the  cooking 
is  done  over  a vessel  of  coals  or  over  a little  fire  built  on  the  floor. 

The  Indians  cook  their  food  in  a kettle  from  which  the  whole 
family  help  themselves.  Their  meal  may  be  dried  goat  meat  or 
mutton  stewed  with  potatoes.  Potatoes  form  the  main  food  of 
these  highland  Indians,  and  they  store  them  away  for  use  in  the 
winter  by  first  drying  them  in  the  sun  and  then  allowing  them  to 


HOW  TO  USE 


Ii3 


3.  Make  a museum  sheet  for  sugar.  Show,  in  small 
bottles,  granulated,  loaf,  and  powdered  sugar.  Use  the 
picture  and  write  brief  clear  descriptions  to  paste  on  the 
sheet.® 

freeze.  Many  times  this  is  the  only  food  these  people  have  when 
on  a journey.  Those  who  are  a little  better  off  have  eggs  to  eat 
and  chickens.  The  Indians  drink  large  quantities  of  a beer  which 
they  have  made  ever  since  the  days  of  the  Incas,  from  maize  and 
other  grains. 

As  in  the  days  of  the  Incas,  the  Indian  men,  women,  boys,  and 
girls  go  barefooted.  The  Indian  men  and  boys  may,  however,  wear 
a rude  sandal  of  llama  hide,  and  on  festal  occasions  the  women 
sport  shoes  of  bright-colored  leather,  and  the  men  a very  clumsy 
kind  of  boot.  Both  men  and  women  wear  small  straight-brimmed 
felt  hats  on  top  of  woolen  caps,  with  earflaps  to  keep  their  heads 
warm  in  the  intense  cold  of  the  highlands.  The  women  wear  as 
many  bright-colored  skirts  at  one  time  as  they  can  afford.  In  place 
of  a coat  they  have  hand-woven  striped  woolen  shawls  pinned  across 
the  breast  and  hanging  down  behind.  These  shawls  and  the  straight 
gold  or  silver  pins  which  fasten  them  have  been  the  joy  and  pride 
of  the  women  since  before  the  white  men  ever  came  to  South 
America. 

The  part  of  the  dress  of  the  men  which  they  have  worn  for  cen- 
turies is  the  poncho,  a hand-woven  striped  garment  of  wool — simply 
a square  with  a slit  in  the  center  to  slip  over  the  head.  Their 
trousers  are  thin,  short,  and  slit  to  the  knee  to  allow  freedom  in 
climbing. 

Boys  and  girls  dress  for  the  most  part  just  like  their  parents,  so 
they  look  like  miniature  men  and  women. 

The  Indians,  even  little  childen,  will  journey  through  the  blizzards 
and  ice  of  the  high  passes  of  the  Andes  with  bare  legs  and  feet, 
although  they  wrap  their  heads  up  so  that  they  can  hardly  breathe. 

The  Quichuas  and  Aymaras  who  are  well-to-do,  keep  flocks  of 
sheep  and  llamas  which  they  care  for  with  skill  and  gentleness.  Or, 
perhaps  a prosperous  Indian  will  have  pack-trains  of  donkeys  which 
he  will  rent  out  to  travelers  crossing  the  mountains  from  the  coast 
cities.  There  are  few  railroads  in  these  countries.  The  mountains 
are  very  steep  and  difficult,  so  that  only  the  sure-footed  mules  which 
are  accustomed  to  the  high  altitude  of  the  mountains  and  plateau, 
where  it  is  difficult  to  breathe,  are  serviceable.  The  Indians  also 
use  the  beautiful,  shy,  and  proud-spirited  llamas  to  carry  produce 
through  the  mountain  passes  into  the  cities  of  the  plateau. 

“ Sugar-cane  is  grown  from  cuttings  of  the  cane,  planted  in 
trenches;  it  requires  about  ten  months  for  the  crop  to  grow  large 


HOW  TO  USE 


1 14 

4.  Make  a museum  sheet  with  the  heading,  “ How  South 
America  Helps  the  Sick.” 

By  pictures  cut  from  magazines  or  papers,  suggest  the 
use  of  cocaine  and  quinine  by  doctors,  dentists,  and  nurses. 

Note-book  Work. 

1.  Add  Bolivia  and  Chile  to  your  map. 

Paste  the  picture  of  plowing  with  oxen  in  your  book, 
and  write  a short  story  about  the  little  boy,  Pedro,  who  is 
helping  his  father. 

Friendship  Service. 

See  if  you  can  find,  by  yourself,  some  way  to  help  the 
boys  and  girls  of  Bolivia  and  Chile. 

CHAPTER  V 
GENERAL  SAN  MARTIN 
Museum  Work. 

1.  Carry  on  the  work  on  the  product  map. 

2.  Make  flags  of  paper,  colored  with  crayon,  of  all  the 
South  American  republics.  You  will  find  the  flags  in  colors 
in  any  large  dictionary.  Each  should  be  about  9x12 
inches.  You  can  use  them  to  decorate  your  club  room.  If 
you  draw  the  flags  on  small  cards,  about  3 x 4l/2  inches, 
writing  the  name  of  the  country  across  one  end,  and  a 
question  about  it  across  the  other  end,  you  can  make  a 
game  like  Authors,  which  you  will  like  to  play  at  the  meet- 
ings and  which  will  help  you  to  remember  the  important 
things  about  South  America. 

enough  to  be  cut.  The  canes  are  jointed  much  like  corn-stalks,  the 
spongy  substance  between  the  joints  being  filled  with  a sweet  juice. 
After  the  canes  are  cut,  they  are  taken  to  the  sugar  house,  and 
ground  between  heavy  rollers  which  squeeze  out  the  sap.  The  sap  is 
heated  till  all  the  water  is  evaporated  and  then  two  things  are  left, 
molasses  and  sugar.  The  sugar  is  purified  or  refined  by  the  use  of 
chemicals  and  special  machinery,  and  is  then  sold  as  granulated, 
loaf,  or  powdered  sugar. 


HOW  TO  USE 


ns 


Note-book  Work. 

1.  Add  Chile,  Argentina,  Paraguay,  Uruguay,  to  your 
map. 

2.  Write  the  story  of  San  Martin;  decorate  the  pages 
with  a colored  drawing  of  the  flags  of  the  republics  he 
helped  to  free. 

Friendship  Service. 

Arrange  through  your  board  secretary  for  an  exchange 
of  post-cards  and  curios  with  some  South  American 
children. 


CHAPTER  VI 

HELPING  IN  THE  SOUTHERN  REPUBLICS 

Museum  Work. 

1.  On  a display  or  museum  sheet,  paste  the  picture  of 
the  cowboy,  with  a description  of  his  costume.10  Draw  the 
outline  of  a side  of  beef  and  on  it  write  the  amount  yearly 
shipped  to  us  from  Argentina. 

2.  Draw  a number  of  grain  bags,  and  on  them  indicate 
the  amount  of  grain  we  get  annually  from  Argentina.  In 
a like  way  show  how  much  of  other  things  we  receive.11 
Make  similar  charts  to  show  other  exports. 

10  In  the  north  of  Argentina  tropical  fruits  are  raised.  On  the 
ranches  are  to  be  found  hundreds  of  acres  of  alfalfa.  On  the  vast 
prairies  range  millions  of  horses,  cattle,  and  sheep,  under  the  care 
of  the  South  American  cowboys  who  live  very  much  like  our  Western 
cowboys,  though  they  dress  much  more  picturesquely,  in  bright- 
striped  ponchos  and  very  wide  fringed  chaps,  with  numerous  silver 
ornaments. 

11  “ An  extraordinary  plant  is  the  vegetable  ivory.  The  nuts,  of 
which  there  are  usually  four  of  irregular  shape,  are  found  in  a large 
fruit.  Their  shell  is  light  yellow  in  color,  with  a brown  inside  shell 
which  contains  a milky  albumen.  When  this  liquid  solidifies,  it 
resembles  and  takes  the  polish  of  animal  ivory  and  is  much  used  as 
a substitute  for  it.  Only  experts  who  have  seen  much  of  both 
vegetable  and  animal  ivory  could  tell  which  was  which  when  they 
were  exhibited  together.” — Bryce. 


HOW  TO  USE 


Ij6 

3.  By  means  of  ribbon  or  shaded  squares  on  a card, 
show  the  population  of  Chile,  and  the  number  of  children 
in  Sunday-school.  If  you  use  an  inch  of  ribbon  for  every 
10,000  people,  you  will  need  seven  tenths  of  an  inch  for 
the  Chilean  Sunday-school  enrolment,  and  300  inches  for 
the  total  population.  Or  a square  inch  may  stand  for 
10,000  people,  and  seven  tenths  of  the  same  for  the  Sunday- 
school  pupils,  while  300  square  inches,  or  a space  15  inches 
wide  and  20  inches  high  will  stand  for  the  total  population. 
How  long  must  the  ribbons  be  for  your  own  state  and 
your  state  Sunday-school  enrolment? 

Note-book  Work. 

1.  Write  a description  of  Buenos  Aires. 

2.  Paste  the  picture  of  the  Christ  of  the  Andes  and 
write  the  story. 

Some  of  the  foods  raised  in  Brazil  are,  cocoa,  coffee,  tea,  sugar, 
rice,  beans  and  peas,  corn,  mandioc,  sweet  potatoes,  pineapples, 
bananas,  breadfruit,  arrowroot,  white  pepper,  mustard,  vanilla,  cin- 
namon, cloves,  nutmegs,  ginger,  tobacco.  “ There  are  hundreds  of 
other  plants  yielding  foods,  spices,  drinks,  inks,  dyes,  oils,  medi- 
cines.” The  forests  are  rich  in  mahogany,  rosewood,  cedar, 

guarabu,  genapapo,  satin-wood,  mulatto-wood,  and  violet  and  stone 
wood.  Brazil  is  the  only  country  in  which  black  diamonds  are 
found.  The  white  diamonds  are  also  very  valuable. 

Uruguay  principally  produces  things  connected  with  cattle  and 
sheep,  such  as  hides  and  wool,  tallow,  horns,  beef,  and  tongues. 
The  famous  Liebig  extract  of  beef  is  made  in  this  country,  the 
company  disposing  of  more  than  1,000  cattle  a day  during  the 
summer  months  and  exporting  beef  products  to  the  value  of 
$15,000,00  a year.  Paraguay  is  one  of  the  few  countries  where 
oranges  grow  wild.  From  the  leaves  is  obtained  a fine  oil  used 
in  making  flavoring  extracts  and  perfumes.  The  forests  furnish 
dye-woods  and  tannin,  and  the  chief  industry  is  tanning  leather. 

From  Chile,  come  lead,  silver,  coal,  and  copper,  with  the  valuable 
nitrate  of  soda,  used  for  fertilizing  purposes.  Peru  has  corn, 
wheat,  and  potatoes,  gold,  silver,  and  copper.  Bolivia’s  most  im- 
portant mineral  products  are  silver  and  tin.  Colombia  has  very 
rich  coal  deposits,  rich  gold  and  silver  mines,  and  it  also  exports 
sugar,  tobacco,  and  cocoa.  Venezuela  has  rich  forests  and  vast 
mineral  wealth  which  has  not  yet  been  developed. 


HOW  TO  USE 


ii  7 


Friendship  Service. 

Try  to  think  of  some  way  in  which  you  can  make  your 
own  Sunday-school  better.  Can  you  pass  this  help  on  to 
the  children  in  Chile? 

CHAPTER  VII 
THE  STORY  OF  BRAZIL 
Museum  Work. 

i.  Make  a display  sheet  of  the  coffee  industry,  using  the 
pictures.  Get,  if  possible,  a pressed  coffee  blossom,  and 
the  coffee  in  various  stages.  At  least  mount  on  the  sheet 
the  unground  and  the  ground  coffee.  Write  an  account  of 
how  it  is  grown  and  prepared.1’ 

u “ The  coffee  crop  is  gathered  in  the  winter,  that  is,  from  May 
to  September.  This  is  the  dry  season,  which  is  of  course  very 
favorable  to  the  coffee  harvest.  Picking  is  done  by  hand,  and  men, 
women,  and  children  engage  in  the  work.  The  inhabitants  of  the 
coffee  country  are,  for  the  most  part,  Portuguese. 

“ The  fruit  of  the  coffee  tree  is  known  as  coffee  berries.  These 
berries,  when  ripe,  are  about  the  color  of  a cherry,  but  are  somewhat 
smaller.  The  outside  pulpy  part  encloses  the  seeds,  or  beans,  as 
they  are  generally  called.  There  are  two  beans  in  a berry,  and  they 
grow  with  their  flat  sides  together. 

“ In  order  to  remove  the  sticky  pulp  from  the  seeds,  the  berries 
may  be  placed  in  a cement  tank  filled  with  water,  or  in  a small 
canal,  where  they  are  allowed  to  remain  until  the  pulp  has  become 
quite  soft.  Being  light,  the  unripe  berries  float,  as  do  the  leaves 
and  twigs,  and  are  therefore  easily  removed.  In  some  cases  the 
berries  are  carried  by  the  canal  to  a pulping  machine  which  removes 
the  softened  pulp. 

“ The  next  process  is  the  drying  of  the  beans.  This  is  usually 
done  out  of  doors,  on  areas  floored  with  brick  or  tile.  These  drying 
floors  are  divided  into  sections  which  enable  the  workmen  to  keep 
the  various  sets  of  beans  separate.  During  the  process  they  are 
raked  up  in  piles  so  that  they  may  not  be  injured  by  the  dew.  The 
more  careful  planters  protect  the  piles  by  means  of  pieces  of  canvas. 
During  the  day  the  beans  are  stirred  with  a rake  from  time  to  time 
60  that  they  will  dry  evenly.  Several  days  are  required  to  complete 
the  process  of  drying. 

“ Surrounding  each  bean  there  are  two  coats  or  membranes.  These 


ii8 


HOW  TO  USE 


2.  Mount  the  picture  of  tapping  the  rubber  tree,  and  tell 
how  rubber  is  secured.11 

3.  Make  a model  of  a rubber-gatherer’s  home  as  follows : 

Fill  a shallow  wooden  box  with  earth  or  sand.  Make  a 

small  hut  of  thin  wood  or  heavy  pasteboard;  it  should  be 
several  inches  high,  have  one  story,  one  door,  a platform 
like  a veranda  extending  all  around  it,  and  a straw  or  grass 
roof  (raffia  answers  very  well).  Place  the  hut  at  one  end 
of  the  box,  on  stilts  or  posts  about  the  height  of  the  house. 
Fill  the  part  of  the  sand  not  covered  by  the  hut  with  green 
branches  to  represent  the  jungle  growth;  the  common 
“golden  glow”  is  very  good.  Through  the  jungle  hollow 

must  be  removed  before  the  coffee  is  ready  for  market.  This  is 
done  in  a hulling  machine  operated  by  oxen,  horses,  or  water-power. 
Next,  the  hulls  are  separated  from  the  beans,  and  the  beans  are 
sorted  and  sacked.  On  the  larger  plantations  this  work  is  all  done 
by  machinery.  A sack  of  coffee  contains  132  pounds.” — Chamberlain, 
South  America. 

M About  the  beginning  of  the  nineteenth  century,  people  began  to 
realize  what  a treasure  they  had  in  the  forests  of  rubber  trees.  The 
Indians  had  found  how  to  make  waterproof  garments  from  it,  and 
when  a man  in  the  United  States,  named  Goodyear,  learned  about 
1837  how  to  make  rubber  garments  durable,  the  demand  for  rubber 
became  very  great. 

Rubber  is  the  milky  juice  obtained  from  the  rubber  tree,  by  mak- 
ing V-shaped  cuts  in  the  bark  of  the  tree  and  collecting  the  milk- 
like liquid  in  tiny  tin  cups  which  hang  beneath  the  cuts.  Once  a 
day  each  tree  is  visited  and  the  cups  emptied  into  a large  gourd. 
This  is  hard  work,  for  the  trees  grow  in  swamps,  and  the  rubber 
gatherers  have  to  wade  through  water. 

When  the  rubber-gatherer  returns  to  his  camp,  he  builds  a smoky 
fire  of  palm  nuts.  In  this  smoke  he  turns  and  twists  a wooden 
paddle  over  which  the  thick  sticky  rubber  milk  has  been  poured, 
until  the  rubber  hardens  and  darkens.  Again,  and  again  the  milk 
is  poured  over  the  paddle  until  it  has  made  a big,  black  ring,  which 
is  finally  slipped  off  of  the  paddle,  and  is  then  known  as  a “ rubber 
ham.” 

See  also  South  America  in  the  “ Peeps  at  Many  Lands  ” series, 
chapter  V,  and  South  America  from  the  series,  “The  Continents 
and  Their  People,”  by  Chamberlain.  Also  “ A Visit  to  the 
Brazilian  Coffee  Country,”  National  Geographic  Magazine,  Oct 
1911. 


HOW  TO  USE 


119 

a river;  blue  paper  at  the  bottom  of  the  hollow  helps  to 
make  it  look  like  water,  and  a tiny  toy  alligator  and  boat 
on  the  bank  add  to  the  reality  of  the  scene.  A doll’s  kettle* 
with  a few  bits  of  rubber  bands  in  the  bottom,  may  be 
swung  over  a (red  paper)  fire,  and  a tiny  Negro  doll  on 
the  veranda  will  complete  the  model.  This  will  be  an 
interesting  part  of  your  final  exhibition.  (See  suggestions 
for  Chapter  IX.)  You  should  also  be  familiar  with  the 
way  in  which  rubber  is  obtained,  so  that  you  are  ready  to 
explain  it  to  visitors.  A description  mounted  on  a card  and 
placed  near  the  model  would  also  be  helpful. 

Note-book  Work. 

1.  Add  Brazil  to  your  map. 

2.  Paste  in  your  book  the  picture  of  the  school-children 
in  Rio,  and  of  the  church  at  Pernambuco. 

Friendship  Service. 

1.  If  you  belong  to  a Boy  Scout  Troop,  arrange  some 
way  of  exchanging  greetings  with  the  Boy  Scouts  of 
Brazil ; your  scoutmaster  will  help  you. 

2.  Prepare  a box  of  gifts  to  send  to  your  mission  school 
in  Brazil;  send  through  your  board  secretary,  or  the 
World’s  Sunday  School  Association. 

CHAPTER  VIII 
CAPTAIN  GARDINER 


Museum  Work. 

1.  Paste  the  pictures  of  the  Patagonian  woman,  the 
Strait  of  Magellan,  and  Allen  Gardiner  in  your  book,  South 
American  Heroes,  and  write  there  the  story  of  Allen 
Gardiner. 

2.  Imagine  yourself  one  of  the  Gardiner  children,  on  the 
way  with  your  father  to  help  the  Indians.  Write  what  you 
have  seen  and  done  on  the  journey. 


120 


HOW  TO  USE 


3.  Write  a little  account  of  the  passage  of  the  first  white 
man  through  the  Strait  of  Magellan. 

-Note-book  Work. 

.1.  Add  Patagonia  and  Tierra  del  Fuego  to  your  map. 

2.  Study  the  story  of  Allen  Gardiner  carefully.  Do  you 
think  he  was  a hero?  Why? 

3.  What  is  true  success  ? Think  carefully  about  this,  and 
when  you  are  sure  you  know  the  right  answer  put  it  in 
your  book. 

Friendship  Service. 

1.  Find  out  what  your  Church  does  for  the  mission 
■work  in  Brazil.  How  can  you  help? 

2.  Get  the  most  attractive  colored  pictures  you  can  find, 
glue  them  firmly  to  thin  basswood  or  whitewood,  dry 
slowly  under  a weight,  and  with  a scroll  or  coping  saw, 
cut  them  into  picture  puzzles.  Put  each  puzzle  in  a box 
and  send  to  the  boys  and  girls  of  a mission  school  in 
Brazil. 

3.  Make  scrap-books  of  bright  and  interesting  pictures 
by  pasting  them  on  leaves  of  colored  paper  muslin,  and 
send  to  little  children  in  Brazil.  Find  out  just  how  by 
writing  to  your  board  secretary. 

4-  Mount  gay  pictures  on  both  sides  of  white  bristol- 
board  sheets  8 x 10  inches  in  size,  for  amusing  children  in 
hospitals  in  South  America. 

CHAPTER  IX 
SHARING 

Museum  Work. 

1.  Prepare  as  many  display  sheets  as  may  be  necessary 
to  show  any  of  South  America’s  gifts  that  you  have  not 
yet  arranged  for  your  museum.  When  you  can  get  the 
things  themselves  to  mount  do  so.  Use  as  many  pictures 
as  possible.  The  pictures  of  tapping  the  rubber  tree  and 


HOW  TO  USE 


121 


of  loading  Brazil-nuts  may  be  used.14  When  you  can  get 
neither  picture  nor  object,  use  written  descriptions. 
Sometimes  the  pictures  from  the  advertising  sections  of 
magazines  will  help  you.  For  example,  a rubber  tire,  a pair 
of  tennis  or  gymnasium  shoes,  or  a hose,  will  suggest  the 
gift  of  rubber.  Indeed,  you  will  find  so  many  uses  for 
rubber  that  you  may  wish  to  give  one  whole  sheet  to  that 
alone.  A smooth  lawn  will  indicate  the  use  to  which 
nitrate  is  put;  a paved  street  the  use  of  asphalt.  From 
the  kitchen  you  can  get  many  things  to  add  to  your  display.. 
See  how  complete  and  varied  you  can  make  the  list.  If 
you  wish,  you  can  put  all  these  sheets  under  the  head, 
“ South  America’s  Gifts  to  Us.”  You  may  be  able,  by 
correspondence  with  some  South  American  children,  to 
exchange  curios  of  interest 

For  your  last  club  meeting,  fasten  all  your  display  sheets 
on  the  wall,  and  arrange  your  books  to  be  readily  exam- 
ined. Ask  your  friends  and  parents  to  come  to  your  meet- 
ing, and  I am  sure  you  will  have  your  reward  in  the  interest 
they  will  show. 

You  might  also  dress  like  the  Indians  of  whom  you  read 
in  Chapter  IV,  and  tell  their  story:  or  you  may  like  to 
act  out  the  story  of  San  Martin  or  of  some  of  the  other 
heroes  in  the  book. 

You  will  enjoy,  too,  serving  refreshments,  and  choosing 
only  those  things  that  come  from  South  America,  such  as 

14  Before  Brazil-nuts  coroe  to  maturity  they  are  part  of  a fruit 
separated  into  divisions  like  an  orange,  inside  a round  hard  shell 
resembling  a coconut,  but  more  wrinkled.  When  the  nuts  are  ripe, 
in  January  and  February,  the  shells  fall  to  the  ground,  are  collected 
by  nut-gatherers  and  opened  with  an  ax.  The  eighteen  to  twenty- 
four  divisions  then  fall  apart,  and  are  filled  into  sacks  for  ex- 
port. 

Besides  being  used  for  eating,  the  castanha-nuts  yield  a sweet  oil. 
The  wood  of  the  tree  makes  a good  timber,  and  the  bark  produces 
tow.  Quantities  of  castanha  are  collected  by  the  rubber-gatherers 
and  farmers  for  pig-feed.  Thousands  of  tons  of  nuts  are  exported 
to  all  parts  of  the  world,  and  a large  export  trade  is  also  done  in 
the  bark. — Bryce. 


122 


HOW  TO  USE 


cocoa  and  chocolate,  with  sugar,  arrowroot  biscuits,  nuts, 
and  bananas. 

Note-book  Work, 

i.  Go  carefully  over  your  note-book,  read  any  questions 
you  may  have  put  down,  and  try  to  answer  them.  Com- 
plete the  map  work,  and  finish  the  book  as  nicely  as  you 
can.  The  last  picture  you  should  put  in  is  the  building  of 
the  Pan-American  Union.  Be  sure  you  know  and  can  tell 
clearly  what  it  is  and  means. 

Friendship  Service. 

By  this  time  you  will  be  so  interested  in  your  friends  in 
the  Southern  Continent  that  you  will  wish  to  take  up  some 
real  work  for  them.  What  it  shall  be  your  group  must 
each  decide  for  yourselves.  It  may  be  that  you  will  send 
them  money  for  a school  magazine.  You  may  be  able  to 
pay  a whole  or  a part  scholarship,  or  a teacher’s  salary. 
You  may  be  able  to  support,  in  whole  or  in  part,  a bed  in 
a hospital.  Your  class  leader  and  your  board  secretary 
will  help  you  to  decide,  and  you  may  feel  that  the  worth 
of  your  service  is  not  measured  by  the  amount  of  money 
you  pay,  but  by  the  loving  friendship  and  desire  to  help 
that  you  put  into  it 


To  Leaders  of  Junior  Classes  in 
THE  LAND  OF  THE  GOLDEN  MAN 

The  first  duty  of  the  leader  of  a class  in  The  Land  of 
the  Golden  Man,  or  of  any  similar  mission  study  book,  is 
to  answer  the  question,  “What  is  the  end  to  be  attained 
in  the  study  of  this  book?”  For  “aim  dearly  defined 
determines  material,  method,  and  spirit  of  work.”  What 
shall  we  seek  to  accomplish  in  such  a class?  To  impart 
a fair  knowledge  of  the  missionary  work  in  South  Amer- 
ica? To  enlist  the  pupils’  interest,  perhaps  even  their 
participation,  in  the  work?  All  of  this  certainly,  and  much 
more,  if  we  are  to  make  genuine  progress  and  reach 
results  of  lasting  value.  We  shall  advance  but  slowly 
through  giving  mere  instruction,  or  through  training  in 
giving.  We  must  teach  religion  so  that  missionary  activity 
is  shown  to  be,  not  a thing  to  be  chosen  or  discarded  as 
one  pleases,  but  the  most  vital  and  natural  outgrowth  of 
the  Christian  life.  We  must  train  our  young  people  so 
that  their  religion  finds  normal  expression  in  an  attitude 
of  brotherly  kindness  and  friendliness  to  all  the  children 
of  God  everywhere  and  at  all  times.  One  opportunity  for 
such  training  comes  in  the  use  of  a book  like  our  text, 
and  the  wise  leader  will  be  eager  to  make  the  most  of  it. 
Besides  certain  general  principles  applicable  to  all,  this 
training  must  be  individual  in  its  application — it  must  be 
capable  of  adjusting  itself  to  particular  cases. 

Perhaps  the  most  important  of  these  principles  is  that 
we  must  appeal,  not  to  a high,  but  to  the  highest,  motive 
of  the  pupils.  In  times  past  we  have  heard  a good  deal 
about  our  duty  to  our  neighbor;  love  urges  a quicker  re- 
sponse. We  have  said  much  about  self-sacrifice;  a much 

123 


124 


HOW  TO  USE 


more  inspiring  thought  is  service,  it  carries  a thrill  and  an 
impetus.  Instead  of  teaching  our  pupils  to  give,  let  us 
teach  them  to  share:  we  shall  offer  a stronger  incentive  to 
right  doing,  and  avoid  the  danger  of  fostering  a feeling  of 
self-satisfaction  and  of  patronage  on  the  part  of  our  young 
people  that,  to  say  the  least,  is  undesirable. 

Another  principle  may  seem  almost  too  well  known  to 
bear  repeating:  Know  and  study  the  pupils’  interests  and 
make  all  approaches  through  these  interests.  The  Junior 
has  a rather  limited  experience  by  which  to  translate  his 
new  knowledge,  therefore  make  the  presentation  of  new 
material  as  vivid  and  as  concrete  as  possible.  The  Junior 
loves  to  collect;  let  him  collect  with  a purpose,  with  the 
feeling  that  his  results  will  be  of  use.  The  Junior  is  most 
interested  in  boys  and  girls  of  his  own  age;  let  the  appeal 
to  him  come  through  their  needs.  The  Junior  has  plenty 
of  energy,  it  only  needs  directing;  see  that  he  has  plenty 
to  do.  The  Junior  loves  to  find  out;  set  him  to  finding 
out  the  needs  of  others  and  the  way  to  meet  them.  This 
will  not  only  be  following  the  natural  way,  but  it  will 
develop  initiative  and  arouse  that  feeling  of  personal  re- 
sponsibility, of  moral  concern  for  others,  which  forms  so 
strong  a foundation  for  future  work. 

The  plans  given  to  the  Juniors  themselves  in  these  pages 
are  only  suggestive  and  not  by  any  means  exhaustive. 
Believing  that  the  term  “ brotherhood  ” means  far  less  to 
a Junior  than  “ friend  ” this  latter  term  has  been  used 
more  frequently,  and  the  “ friendship  service  ” suggested 
has  purposely  been  left  indefinite.  One  reason  for  this 
lies  in  the  fact  that  the  needs  of  schools  under  different 
denominations  vary  so  much.  Again,  too  definite  directions 
would  destroy  all  initiative  on  the  part  of  the  pupils.  It 
is  hoped  that  enough  help  has  been  given  to  arouse  the 
interest  of  any  class  to  such  a degree  that  it  may  be  urged 
to  find  out  for  itself  just  what  line  of  service  to  take  up, 
and  no  class  will  come  to  the  end  of  the  course  without 
entering  on  some  very  definite  work.  If  your  denomina- 


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The  land  of  the  golden  man, 


Princeton  Theological  Semtnary-Speer  Library 


1 1012  00024  7314 


